Category: Uncategorized

Is college students’ bad mental health because to COVID-19?

Others may argue that college student’s mental health was always poor even before the pandemic, but based on information from academic journals, psychologists, the news, and other sources, we can see that COVID-19 had the greatest impact on student’s mental health date, something we might not have noticed otherwise. This is significant because, since the pandemic, there have been a lot of dropouts, along with poor grades and decreased participation in clubs, sports, and classes. It is crucial to provide college students with the assistance and support they require to overcome this obstacle.

Over the past few years, a lot of college students have had to deal with higher levels of stress and anxiety as a result of the COVID-19 pandemic. college-age students’ mental health has been impacted by the social isolation and dread of getting the disease, which has made them face their own death. In addition to the stress of college courses, the epidemic has wrecked their regular social life at school and added to their already high levels of anxiety and worry about loneliness, uncertainty about life, and family problems. Students experienced the COVID-19 pandemic’s stress in different ways. Numerous research has been done that demonstrate how social isolation contributes to an increase in mental health issues including depression. Research indicates that the length of loneliness is more harmful than its severity. Longer periods of time spent thinking about an issue usually result in it getting much worse. According to other research, during the quarantine, students with pre-existing mental health issues either got better or remained the same, but because of their social isolation, other students who had no prior mental health issues tended to get worse. A few of COVID-19’s long-term consequences include an increased risk of reckless behavior, including suicide ideas and acts. According to research, 18% of Texas A&M students reported having suicidal thoughts, and the majority of students displayed elevated levels of anxiety and sadness. These students struggled to adjust to their distant lives at home since they missed their friends and the college environment. During the spring, teens who were home alone for online coursework had similar thoughts and sensations. 

Many students are dealing with emotions that they may not have dealt with in the past as a result of the COVID-19 pandemic. In addition to the typical stress of college, students are also coping with the stress of worrying about their safety. Due to the pandemic’s elevated stress levels, many kids have experienced mood swings, loss of interest in activities, weight fluctuations, difficulty sleeping, and memory and concentration issues. As previously mentioned, as mental health worsens, there may be a potential global upsurge in depression and suicide. Aside from these problems, COVID-19 may exacerbate conditions like obsessive-compulsive disorder (OCD) and overall anxiety brought on by the erratic circumstances brought on by the pandemic. As stated above, researchers have found that individuals with suicidal thoughts and depression are more likely to experience the impacts of social isolation and total shutdown. Since these feelings can have a very negative impact on one’s health, it’s critical to recognize the warning signs of anxiety and depression to support oneself or a friend when necessary.

The effect on social ties is one important factor. Socializing is a big part of college life, whether it’s in the dorms, classes, or extracurriculars. Feelings of loneliness and isolation might result from the abrupt switch to distant learning and fewer social connections, which are recognized risk factors for anxiety and depression. Further adding to the stress is the uncertainty surrounding the pandemic, which raises questions about future career possibilities, financial security, and academic achievement. A lot of students are having trouble juggling their personal obligations, such as family matters, financial hardships, or health issues, with their academic obligations. The issue is further exacerbated by the inability to access conventional coping strategies like in-person counseling or leisure pursuits. Even though some universities have worked to offer online services for mental health, not all students may be able to access them or feel comfortable using them. In addition, people who are already prone to anxiety or melancholy may find themselves feeling even more depressed and despairing due to the widespread media attention and conversations around the pandemic. Relentless exposure to depressing news headlines and posts on social media might exacerbate powerlessness and negative mental habits. Furthermore, including resilience-building techniques and mental health education in the curriculum can provide children with the tools they need to deal with these extraordinary times. Institutions have a critical role to play in supporting student well-being both during and after the pandemic by encouraging candid conversations about mental health and de-stigmatizing asking for assistance.

A rise in college dropout rates has been caused by the COVID-19 pandemic, as students face numerous obstacles that have interfered with their academic pursuits. For many, the abrupt shift to remote learning has proven to be a major obstacle, making it difficult for them to participate in coursework since they have restricted access to technology and unreliable internet connections. Furthermore, the sense of community and support that is essential for student achievement has been undermined by the lack of in-person interactions with peers and lecturers. Students and their families are finding it more and more difficult to pay for tuition, housing, and other essentials as a result of financial strain exacerbated by job losses and economic downturns. Because of this, some students have been compelled to put their immediate necessities ahead of their education and have chosen to drop out of college. In addition, the epidemic has upset the social fabric of college life by denying students access to networking opportunities, internships, and stimulating extracurricular activities. This has left students feeling disenchanted and disengaged. Colleges and universities need to take proactive steps to help at-risk students in order to meet these obstacles. Some of these proactive efforts include offering financial aid, academic guidance, mental health resources, and flexible learning alternatives. Reducing feelings of loneliness and increasing student retention also depend on creating a sense of community and belonging, both online and in person when possible educational institutions may better support their students and make sure they have the resources they need to thrive academically and beyond by addressing the underlying causes driving dropout rates during the pandemic.

Students with little funds started transferring to community colleges because they would rather attend college for free than pay for an online education. COVID-19 also had an impact on college students’ choices of colleges to attend and their overall level of education. Selecting a university and a program is a difficult choice that is impacted by many variables. Issues that are academic, professional, and non-academic all have a significant impact. There is no doubt that the COVID-19 pandemic has had a significant impact on higher education, most notably the rapid adoption of online learning. Students’ priorities and capacity for making decisions have been impacted by these new difficulties that have arisen as a result of this change. Academics have been greatly impacted by COVID-19, particularly in terms of the shift to online education and the reexamination of traditional teaching methods. This period of time has shown the perseverance of educators and provided opportunities to enhance diversity in the curriculum and admissions process. However, there are still unsolved concerns regarding the viability of online learning and the importance of prioritizing the well-being of university staff.

Furthermore, the epidemic has shown how crucial innovation and adaptability are in higher education. In order to maintain learning continuity and meet the varied demands of its students, educational institutions are now required to adopt new technology and pedagogical approaches. A re-evaluation of pedagogical practices has been spurred by this time, with teachers experimenting with interactive online platforms and blended learning models to improve learning results and student engagement. However unequal access to technology and internet connectivity has made already existent disadvantages wider, making equitable educational opportunities more difficult to achieve. Furthermore, as university employees adjust to changing roles in the virtual learning environment and deal with increasing workloads, their mental health and general well-being have become urgent considerations. Institutions must emphasize providing support to both staff and students going ahead and use the lessons learned from the epidemic to create a more resilient and inclusive higher education environment.

Identifying the warning signs, accepting that mental health issues are normal during this trying time, and accepting that getting help is not only acceptable but is also necessary are all critical. College students and young adults’ lives have undergone significant transformation as a result of the COVID-19 pandemic, which has forced them to leave familiar surroundings and isolate themselves in ways never seen before. The effects of the pandemic have varied from person to person and will not go away for a very long time. Aside from creating additional obstacles for this group, the global crisis has made pre-existing mental health issues worse. This makes it critical to spread knowledge about the stress and mental health problems that young people and college students experience, as well as to be on the lookout for symptoms of these disorders in oneself or others. Despite the setbacks, the pandemic has spurred creativity and power in higher education, leading to a reassessment of instructional strategies and a revitalized emphasis on promoting the well-being of both faculty and students. Going forward, it will be crucial to give mental health care top priority and create a welcoming atmosphere that encourages people to ask for help when they need it. In the end, COVID-19 has permanently altered college life, highlighting the significance of treating mental health issues and encouraging perseverance in the face of difficulty.

ChatGTP 1st Essay: Is college students’ bad mental health because to COVID-19?

Title: Exploring the Impact of COVID-19 on College Students’ Mental Health

Introduction: The outbreak of the COVID-19 pandemic has reshaped almost every aspect of human life, including education. Among the various sectors affected, higher education has encountered significant challenges. With the abrupt transition to online learning, social isolation, financial strain, and uncertainties about the future, college students have been subjected to immense stressors that can potentially affect their mental health. This essay delves into the intricate relationship between the COVID-19 pandemic and the deteriorating mental health of college students, examining the contributing factors and potential solutions.

The Impact of COVID-19 on College Students’ Mental Health: The COVID-19 pandemic has catalyzed a mental health crisis among college students. The abrupt shift to remote learning disrupted the traditional college experience, depriving students of vital social interactions, campus resources, and extracurricular activities. Additionally, the sudden transition forced many students to navigate unfamiliar online platforms and cope with technological challenges, exacerbating feelings of frustration and isolation. The absence of face-to-face interactions with peers and professors has diminished the sense of community and belonging, leading to feelings of loneliness and disconnection.

Financial hardships have also emerged as a significant stressor for college students during the pandemic. Many students faced job losses, reduced working hours, or financial instability within their families, exacerbating pre-existing financial concerns and hindering their ability to afford basic necessities and educational expenses. The looming uncertainty about the future, including job prospects and academic pursuits, has further heightened anxiety and distress among college students.

Moreover, the pervasive fear of contracting the virus and concerns about the health and safety of loved ones have added layers of stress and anxiety to an already challenging situation. The constant barrage of alarming news updates and conflicting information about the pandemic has contributed to feelings of fear, helplessness, and uncertainty, exacerbating mental health issues among college students.

Addressing the Mental Health Challenges: Recognizing the detrimental impact of the COVID-19 pandemic on college students’ mental health, it is imperative to implement proactive measures to address these challenges effectively. Educational institutions must prioritize the mental well-being of students by enhancing access to mental health resources and support services. This includes expanding telehealth services, providing virtual counseling sessions, and promoting mental health awareness and self-care practices.

Furthermore, fostering a sense of community and connection among students is crucial for mitigating feelings of isolation and loneliness. Educational institutions can facilitate virtual social events, peer support groups, and online forums to encourage interaction and engagement among students. Additionally, incorporating mindfulness practices, stress management workshops, and resilience-building activities into the curriculum can empower students with coping mechanisms to navigate the uncertainties and challenges posed by the pandemic.

Collaborative efforts involving educators, mental health professionals, policymakers, and students themselves are essential for developing comprehensive strategies to address the mental health crisis among college students during and beyond the COVID-19 pandemic. By prioritizing mental health and fostering a supportive and inclusive environment, we can mitigate the adverse effects of the pandemic on college students’ well-being and empower them to thrive academically, socially, and emotionally.

Conclusion: The COVID-19 pandemic has had a profound impact on college students’ mental health, exacerbating feelings of stress, anxiety, loneliness, and uncertainty. Addressing these challenges requires a multifaceted approach that encompasses increased access to mental health resources, community-building initiatives, and resilience-building strategies. By prioritizing mental well-being and fostering a supportive and inclusive environment, we can mitigate the adverse effects of the pandemic on college students’ mental health and empower them to navigate these unprecedented times with resilience and strength.

ChatGTP 2nd Essay: Did Covid-19 cause poor mental health to college students?

Title: Examining the Impact of COVID-19 on College Students’ Mental Health

Introduction: The COVID-19 pandemic has undeniably brought about significant disruptions to various facets of life, including education. Among the demographic groups affected, college students have experienced a multitude of challenges, particularly concerning their mental health. This essay delves into the complex question of whether COVID-19 directly caused poor mental health among college students, exploring the multifaceted factors contributing to this issue and examining potential avenues for support and intervention.

The Interplay of COVID-19 and College Students’ Mental Health: The onset of the COVID-19 pandemic has coincided with a surge in mental health concerns among college students. However, attributing poor mental health solely to the virus itself oversimplifies the issue. Instead, it is essential to recognize the intricate interplay of various factors exacerbated by the pandemic that collectively contribute to declining mental well-being among college students.

1. Social Isolation and Disruption of Routine: The implementation of social distancing measures and the shift to remote learning have disrupted the social connections and routines that are integral to the college experience. College campuses, once vibrant hubs of activity and interaction, have become deserted landscapes, devoid of the hustle and bustle of student life. The absence of face-to-face interactions with peers and professors has led to feelings of loneliness, isolation, and disconnection, which can significantly impact students’ mental health.
2. Academic Stress and Uncertainty: The transition to online learning has presented numerous academic challenges for college students, including technological barriers, difficulty in adapting to virtual platforms, and concerns about the quality of education. Additionally, the uncertainty surrounding the duration and impact of the pandemic on academic schedules, graduation requirements, and future career prospects has heightened anxiety and stress among students, further exacerbating mental health issues.
3. Financial Hardship and Insecurity: Many college students have faced financial hardships due to job losses, reduced working hours, or economic instability within their families. The inability to meet basic needs, afford educational expenses, or secure stable housing exacerbates stress and anxiety, contributing to poor mental health outcomes among students.
4. Fear of the Unknown and Health Concerns: The pervasive fear of contracting the virus, concerns about the health and safety of oneself and loved ones, and the constant barrage of alarming news updates and misinformation about the pandemic have contributed to heightened levels of fear, anxiety, and stress among college students. The uncertainty surrounding the future trajectory of the pandemic further compounds these feelings, exacerbating mental health challenges.

Addressing Mental Health Challenges: Addressing the mental health challenges exacerbated by the COVID-19 pandemic requires a multifaceted approach that encompasses various stakeholders, including educational institutions, mental health professionals, policymakers, and students themselves. It is crucial to prioritize mental health support and resources, increase access to counseling services, and promote mental health awareness and self-care practices within college communities.

Furthermore, fostering a sense of community and connection among students through virtual social events, peer support groups, and online forums can mitigate feelings of isolation and loneliness. Incorporating mindfulness practices, stress management workshops, and resilience-building activities into the curriculum can empower students with coping mechanisms to navigate the challenges posed by the pandemic effectively.

Conclusion: While COVID-19 has undoubtedly contributed to poor mental health outcomes among college students, it is essential to recognize that the issue is multifaceted and cannot be attributed solely to the virus itself. Social isolation, academic stress, financial insecurity, and health concerns are among the myriad factors exacerbated by the pandemic that collectively contribute to declining mental well-being among college students. By implementing comprehensive strategies that prioritize mental health support, foster community and connection, and promote resilience-building activities, we can mitigate the adverse effects of the pandemic on college students’ mental health and empower them to thrive in the face of unprecedented challenges.

 How did the different prompts lead to different essays?/Which essay is more successful?

After asking A.I to write me an essay based on the question, “Are college students’ mental health problems due to COVID-19?” I was given a lengthy essay with a lot of facts. I then rephrased my question to read, “Did Covid-19 cause poor mental health in college students?” and received an entirely different essay with different material. Clearly, by rephrasing the question, it sought an alternative approach to drafting the essay. This demonstrates that ChatGPT is neither consistent nor accurate with information. The first essay, in my opinion, was more successful because the content was more trustworthy and the essay format felt more realistic.

Based on what it’s generated, what is useful about ChatGPT, and what are its limitations?

ChatGTP is helpful since it makes it easy to locate information quickly. However, this software has a lot more disadvantages, such as inaccurate information and impractical writing formats.

Is college students’ bad mental health because to COVID-19?

Others may argue that college student’s mental health was always poor even before the pandemic, but based on information from academic journals, psychologists, the news, and other sources, we can see that COVID-19 had the greatest impact on student’s mental health date, something we might not have noticed otherwise. This is significant because, since the pandemic, there have been a lot of dropouts, along with poor grades and decreased participation in clubs, sports, and classes. It is crucial to provide college students with the assistance and support they require to overcome this obstacle.

Over the past few years, a lot of college students have had to deal with higher levels of stress and anxiety as a result of the COVID-19 pandemic. college-age students’ mental health has been impacted by the social isolation and dread of getting the disease, which has made them face their own death. In addition to the stress of college courses, the epidemic has wrecked their regular social life at school and added to their already high levels of anxiety and worry about loneliness, uncertainty about life, and family problems. Students experienced the COVID-19 pandemic’s stress in different ways. Numerous research has been done that demonstrate how social isolation contributes to an increase in mental health issues including depression. Research indicates that the length of loneliness is more harmful than its severity. Longer periods of time spent thinking about an issue usually result in it getting much worse. According to other research, during the quarantine, students with pre-existing mental health issues either got better or remained the same, but because of their social isolation, other students who had no prior mental health issues tended to get worse. A few of COVID-19’s long-term consequences include an increased risk of reckless behavior, including suicide ideas and acts. According to research, 18% of Texas A&M students reported having suicidal thoughts, and the majority of students displayed elevated levels of anxiety and sadness. These students struggled to adjust to their distant lives at home since they missed their friends and the college environment. During the spring, teens who were home alone for online coursework had similar thoughts and sensations. 

Many students are dealing with emotions that they may not have dealt with in the past as a result of the COVID-19 pandemic. In addition to the typical stress of college, students are also coping with the stress of worrying about their safety. Due to the pandemic’s elevated stress levels, many kids have experienced mood swings, loss of interest in activities, weight fluctuations, difficulty sleeping, and memory and concentration issues. As previously mentioned, as mental health worsens, there may be a potential global upsurge in depression and suicide. Aside from these problems, COVID-19 may exacerbate conditions like obsessive-compulsive disorder (OCD) and overall anxiety brought on by the erratic circumstances brought on by the pandemic. As stated above, researchers have found that individuals with suicidal thoughts and depression are more likely to experience the impacts of social isolation and total shutdown. Since these feelings can have a very negative impact on one’s health, it’s critical to recognize the warning signs of anxiety and depression to support oneself or a friend when necessary.

The effect on social ties is one important factor. Socializing is a big part of college life, whether it’s in the dorms, classes, or extracurriculars. Feelings of loneliness and isolation might result from the abrupt switch to distant learning and fewer social connections, which are recognized risk factors for anxiety and depression. Further adding to the stress is the uncertainty surrounding the pandemic, which raises questions about future career possibilities, financial security, and academic achievement. A lot of students are having trouble juggling their personal obligations, such as family matters, financial hardships, or health issues, with their academic obligations. The issue is further exacerbated by the inability to access conventional coping strategies like in-person counseling or leisure pursuits. Even though some universities have worked to offer online services for mental health, not all students may be able to access them or feel comfortable using them. In addition, people who are already prone to anxiety or melancholy may find themselves feeling even more depressed and despairing due to the widespread media attention and conversations around the pandemic. Relentless exposure to depressing news headlines and posts on social media might exacerbate powerlessness and negative mental habits. Furthermore, including resilience-building techniques and mental health education in the curriculum can provide children with the tools they need to deal with these extraordinary times. Institutions have a critical role to play in supporting student well-being both during and after the pandemic by encouraging candid conversations about mental health and de-stigmatizing asking for assistance.

A rise in college dropout rates has been caused by the COVID-19 pandemic, as students face numerous obstacles that have interfered with their academic pursuits. For many, the abrupt shift to remote learning has proven to be a major obstacle, making it difficult for them to participate in coursework since they have restricted access to technology and unreliable internet connections. Furthermore, the sense of community and support that is essential for student achievement has been undermined by the lack of in-person interactions with peers and lecturers. Students and their families are finding it more and more difficult to pay for tuition, housing, and other essentials as a result of financial strain exacerbated by job losses and economic downturns. Because of this, some students have been compelled to put their immediate necessities ahead of their education and have chosen to drop out of college. In addition, the epidemic has upset the social fabric of college life by denying students access to networking opportunities, internships, and stimulating extracurricular activities. This has left students feeling disenchanted and disengaged. Colleges and universities need to take proactive steps to help at-risk students in order to meet these obstacles. Some of these proactive efforts include offering financial aid, academic guidance, mental health resources, and flexible learning alternatives. Reducing feelings of loneliness and increasing student retention also depend on creating a sense of community and belonging, both online and in person when possible educational institutions may better support their students and make sure they have the resources they need to thrive academically and beyond by addressing the underlying causes driving dropout rates during the pandemic.

Students with little funds started transferring to community colleges because they would rather attend college for free than pay for an online education. COVID-19 also had an impact on college students’ choices of colleges to attend and their overall level of education. Selecting a university and a program is a difficult choice that is impacted by many variables. Issues that are academic, professional, and non-academic all have a significant impact. There is no doubt that the COVID-19 pandemic has had a significant impact on higher education, most notably the rapid adoption of online learning. Students’ priorities and capacity for making decisions have been impacted by these new difficulties that have arisen as a result of this change. Academics have been greatly impacted by COVID-19, particularly in terms of the shift to online education and the reexamination of traditional teaching methods. This period of time has shown the perseverance of educators and provided opportunities to enhance diversity in the curriculum and admissions process. However, there are still unsolved concerns regarding the viability of online learning and the importance of prioritizing the well-being of university staff.

Furthermore, the epidemic has shown how crucial innovation and adaptability are in higher education. In order to maintain learning continuity and meet the varied demands of its students, educational institutions are now required to adopt new technology and pedagogical approaches. A re-evaluation of pedagogical practices has been spurred by this time, with teachers experimenting with interactive online platforms and blended learning models to improve learning results and student engagement. However unequal access to technology and internet connectivity has made already existent disadvantages wider, making equitable educational opportunities more difficult to achieve. Furthermore, as university employees adjust to changing roles in the virtual learning environment and deal with increasing workloads, their mental health and general well-being have become urgent considerations. Institutions must emphasize providing support to both staff and students going ahead and use the lessons learned from the epidemic to create a more resilient and inclusive higher education environment.

Identifying the warning signs, accepting that mental health issues are normal during this trying time, and accepting that getting help is not only acceptable but is also necessary are all critical. College students and young adults’ lives have undergone significant transformation as a result of the COVID-19 pandemic, which has forced them to leave familiar surroundings and isolate themselves in ways never seen before. The effects of the pandemic have varied from person to person and will not go away for a very long time. Aside from creating additional obstacles for this group, the global crisis has made pre-existing mental health issues worse. This makes it critical to spread knowledge about the stress and mental health problems that young people and college students experience, as well as to be on the lookout for symptoms of these disorders in oneself or others. Despite the setbacks, the pandemic has spurred creativity and power in higher education, leading to a reassessment of instructional strategies and a revitalized emphasis on promoting the well-being of both faculty and students. Going forward, it will be crucial to give mental health care top priority and create a welcoming atmosphere that encourages people to ask for help when they need it. In the end, COVID-19 has permanently altered college life, highlighting the significance of treating mental health issues and encouraging perseverance in the face of difficulty.

Others may argue that college students’ mental health was always poor even before the pandemic, but based on information from academic journals, psychologists, the news, and other sources, we can see that COVID-19 had the greatest impact on students’ mental health to date, something we might not have noticed otherwise. This is significant because, since the pandemic, there have been a lot of dropouts, along with poor grades and decreased participation in clubs, sports, and classes. It is crucial to provide college students with the assistance and support they require to overcome this obstacle.

The pandemic first gained widespread attention in 2019. Students started to lose motivation and felt mentally exhausted when colleges closed and moved to online learning. Due to financial constraints, students began transferring to community colleges since they preferred to attend college for free rather than pay for online education. Covid-19 also had an impact on college students’ decision-making on which colleges to attend and higher education. Everything was disastrous. 

Choosing a program and a university is a complex decision that is influenced by a number of factors. Non-academic, career-related, and academic issues all play an important influence. Undoubtedly, the COVID-19 epidemic has had a huge impact on higher education, notably the quick shift to online learning. This transition has generated new issues that go beyond the classroom, affecting students’ priorities and decision-making abilities.

COVID-19 has had a significant impact on academia, especially in terms of the move toward online learning and the reconsideration of conventional teaching techniques. This time frame has demonstrated the tenacity of educators while also offering chances to improve diversity in curriculum and admissions procedures. Still, there are unanswered questions about the future of remote learning and the significance of putting university employees’ welfare first.

Others may argue that college students’ mental health was always poor even before the pandemic, but based on information from academic journals, psychologists, the news, and other sources, we can see that COVID-19 had the greatest impact on students’ mental health to date, something we might not have noticed otherwise. This is significant because, since the pandemic, there have been a lot of dropouts, along with poor grades and decreased participation in clubs, sports, and classes. It is crucial to provide college students with the assistance and support they require to overcome this obstacle.

Link To Reddit Data: https://www.reddit.com/r/dataisbeautiful/comments/1c9qp4k/swear_words_in_taylor_swift_albums_oc/?utm_source=share&utm_medium=web3x&utm_name=web3xcss&utm_term=1&utm_content=share_button

The person who created this visualization, collected this data grabbing all the lyrics from Genius and just doing a CTRL+F. She created this chart in Google Sheets. To complete the data chart, she grabbed some “Eras Tour” colors from Pinterest.

The visualization shows the total number of albums by displaying them side by side. In total, there are 11 albums. This list also shows the specific curse words said in each album. They demonstrate by utilizing a specific color for each swear word. Finally, the numbers on the left indicate how many swear words are said in total in each album. 

I would change this visualization by adjusting the color palette, improving readability, streamlining the design, and offering context. First, I’d use fewer colors and raise the brightness to make different swear phrases easier to recognize. Second, Id increase the font size of record titles and swear word counts to improve visibility. Third, I’d delete unneeded features such as the gray the background and extra gridlines to decrease visual clutter. Finally, i’d include a clear title or caption that explains the visualization’s aim, as well as a description that clarifies the color-coding of swear words. These changes will improve the visualization’s in a much more efficient way.

For my OHMS index, I chose a film linked to my research paper on how the coronavirus affected college students’ decision-making processes. This video highlighted several important points. With the increase in Covid-19 cases, institutions quickly switched to online courses, creating arguments and agreements over tuition prices and the shift to distant learning. To meet this trend, the corporation “Chegg” has pledged $750 million to support the transition to online education. However, students expressed worries about paying hefty tuition costs to attend virtual classes from home. Discussions on how schools may cut expenses proceeded, with Chegg CEO Dan Rosensweig arguing for lower tuition fees. He stressed that Chegg’s services would be available for free to help with schooling during these difficult times. Students questioned the value of paying a high cost for a “online college education” when community college options are sometimes free. Given the financial strain caused by Covid-19, the CEO argued that college costs should be reduced rather than frozen. He also emphasized the need for institutions to alter their educational programs due to lower state financing, underlining the difficult decisions governors would have to make in reaction to the epidemic and its attendant changes.

I divided the video into separate sections for my index, which are similar to various chapters and each cover a different topic or theme. This division made it possible to comprehend the complex topics covered in the video more clearly. As the story progressed, it became clear that the film covered a wide range of topics on how the COVID-19 pandemic has affected higher education. The abrupt move to online learning, the accompanying discussions about tuition costs and the effectiveness of remote learning, and the solutions offered by educational institutions and businesses like Chegg to address these issues were just a few of the complicated issues that each “chapter” examined. 

My keyword and/or subject tags in these indexes were determined by what was discussed or repeated the most in that particular “chapter” of the video. In the case of this video, the most often mentioned keywords and/or subject tags were education, Chegg, tuition, coronavirus, ect. 

As I approach the halfway point of the semester, the trajectory of my project has shifted dramatically in the last four weeks. Initially imagined with a basic outline, my understanding has since deepened and improved as a result of my research into artifacts and academic sources. These artifacts have presented a variety of perspectives and real-world examples, which have enriched my understanding of the issue. Similarly, the scholarly literature has provided a solid theoretical framework as well as empirical evidence, which has helped to anchor my study and contextualize my findings within larger academic discourse. Overall, I’m feeling informed and proud of my project. 

If I had all the time and resources in the world, I would like my website to have a wide variety of artifacts, such as expert interviews and interactive data visualizations. I believe these provide a deeper comprehension and insight into my research, which is about the influence of the coronavirus on college students’ decision-making.

Benjamin most likely draws attention to the idea of technical determinism when she states, “Tech designers will surely reproduce it precisely by ignoring social reality.” According to this viewpoint, social, cultural, and economic elements that already exist influence technological growth, which implies that it is not neutral. The term “New Jim Code” refers to how, like previous Jim Crow laws, modern technologies can be utilized to perpetuate inequality. Discouraging automated employment practices, racially biased facial recognition software, biased predictive policing algorithms, and healthcare algorithms that exacerbate inequality are only some examples. It underlines the need to address preconceptions in technology design and application.

Benjamin and the readings state that because of their opacity, which prevents accountability, the possibility of amplifying biases in the data they use, their widespread scale and reach, and the normalization of discriminatory practices they can perpetuate, technologies like algorithms and metadata present particular challenges in addressing issues like racism, sexism, and inequality. These difficulties highlight the need for greater openness, a critical analysis of technology design, and proactive measures to reduce biases in algorithms used for decision-making.

It is essential to comprehend the broader social, cultural, and historical contexts in which AI systems are developed and put into use. Benjamin’s talk provides a framework for examining the systems covered in the readings. She emphasizes how critical analysis of the underlying assumptions, biases, and power dynamics inherent in AI technology is crucial, particularly when it comes to concerns of inequality, gender, and racial relations. Benjamin urges us to apply a sociotechnical lens to analyze AI systems’ effects on society and ethical implications in addition to their technological capabilities. Ultimately, this methodology enables more thoughtful and nuanced criticisms targeted at advancing social justice, accountability, and fairness in AI research.

The use of facial recognition technology is an excellent example of how technology shapes and is shaped by societal injustice and biases. It has been discovered that facial recognition software contains racial and gender biases, which commonly lead to identification disparities and errors. According to studies, these systems are less effective at recognizing the faces of women and people with darker skin tones than they are at recognizing the faces of men and people with lighter complexion. Benjamin makes her thesis in her book “Race After Technology,” which specifically covers this subject. She discusses how technological systems are not neutral; rather, they uphold and reflect the prejudices and power structures that are already present in society. Because of biased training data and a lack of diversity in the development teams, the use of facial recognition technology reinforces racial and gender inequities. Benjamin argues that these biases in technology need to be carefully investigated and addressed in order to end the continuation of the inequalities that now exist in society. She calls for increased transparency, accountability, and diversity in the development and application of technological systems to decrease the negative impacts that these instruments have on disadvantaged people. 

My project is based on how covid affected college students decisions and view about colleges now. Bias can be part of my project as students experienced covid in different ways. Therefore, some might agree or disagree with the changes and impact that covid has had on students and Universities.

Nanath, Krishnadas, et al. “Decision-Making System for Higher Education University Selection: Comparison of Priorities Pre- and Post-COVID-19.” Journal of Applied Research in Higher Education, vol. 14, no. 1, Jan. 2021, pp. 347–65. Emerald Insight, https://doi.org/10.1108/JARHE-08-2020-0277.

In reaction to the COVID-19 pandemic, how have prospective university students’ plans and decision-making processes modified, and what variables have influenced these changes?

The article makes an argument that universities are using corporate-like tactics to draw students in a competitive and changing market, showing how competitive the higher education industry has grown. Selecting a program and university has become more difficult due to the increased competition brought about by the expansion of online courses and e-learning platforms. Social contact and habits have changed significantly as a result of the COVID-19 pandemic’s additional effects on the school sector. The transition to online learning and university closures have affected student priorities and hastened the adoption of e-learning systems. As flexible as online learning can be, there are drawbacks as well, such loss of face-to-face interaction and technical glitches. According to the article, students’ preferences for universities in the post-COVID-19 era may be influenced by the pandemic’s exposure to new learning methods.

The article reviews previous studies and literature on university selection standards and decision-making procedures to substantiate its claims. Using Patton’s (2000) five stages of decision-making as a guide, it highlights the complex process by which students choose colleges and courses. The article cites earlier research that examined academic, non-academic, and career-related characteristics that affect university choice. It also gives examples of relevant literature and emphasizes the significance of marketing strategies in shaping student choice models.

I agree with the articles in a number of ways. First, choosing a program and a university is a challenging decision with a lot of variables. These include non-academic, career-related, and academic considerations, all of which are discussed in this article. Personally, I completely agree that there has been a substantial impact of the COVID-19 pandemic on higher education, especially with the swift shift to online instruction. I think there are difficulties associated with this shift, and it affects students’ priorities and decision-making skills.

“Gendered Body Language in Children’s Literature over Time”

The article by Mahlberg and Cermakova (2022), titled “Gendered Body Language in Children’s Literature over Time,” likely responds to existing research or discussions about the portrayal of gender in children’s literature. It may address assumptions or findings from previous studies regarding the representation of body language and gender stereotypes in books targeted at children. The authors may agree, disagree, or modify these previous perspectives based on their own analysis of how gendered body language has evolved or persisted in children’s literature over time.

Several academics and critics who have researched gender portrayal in literature, especially in children’s literature, are probably addressed in this article. Judith Butler is one particular academic whose work might be discussed or referenced in the piece. Butler is well-known for her innovative research on gender performativity, which has impacted a wide range of studies looking at gender roles and manifestations in many cultural objects, such as literature. Mahlberg and Cermakova could potentially draw upon Butler’s theories to structure their examination of the representation of gendered body language in children’s literature across history.

The article looks at how children’s literature from various historical eras portrays gendered body language. Its thesis or argument can center on the notion that gendered body language is portrayed in children’s books in recognizable ways that change over time. The authors may examine how these representations affect children’s knowledge of gender roles and conventions and contend that these depictions reflect broader cultural attitudes and perceptions of gender. They might also stress the significance of analyzing and even disputing these images in order to encourage more inclusive and diverse representations in children’s literature.

This article’s claim regarding how gendered body language is portrayed in children’s books probably draws on a range of sources. This proof might consist of:

Analysis of particular examples: To show how gendered body language is portrayed and how it has changed over time, the writers may examine passages or drawings from children’s books from various historical eras.
Comparative studies: To find trends or shifts in representation, the article may examine how gendered body language is portrayed in children’s books from various historical periods or cultural contexts.

Ultimately, it appears that the article synthesizes a variety of facts to construct a thorough case concerning the evolution of gendered body language representation in children’s literature and its wider implications.

This article uses tables more than five times to support its arguments. For instance, the term “arms” appears in four clusters of women in Table 3 (ranks 3, 7, 8, and 15). Only the feminine form of the cluster and threw her arms round appears, and three of them are more common in the feminine variant.