ABSTRACT
Having broken out in late 2019, COVID-19 has resulted in a once-in-a-century health emergency that has rapidly evolved into a global socio-economic crisis. As of March 2022, more than 450 million people were infected by the SARS-CoV-2 virus, the cause of COVID-19, resulting in more than six million deaths (WHO, Coronavirus disease (COVID-19) situation dashboard, 2022). The medical systems of many countries have been stretched to the verge of collapse and more than half of the global labor force has stood down. Not only has the pandemic doubled the number of people at risk of starvation to 270 million (Nature, 589:329-330, 2021), but it also pushed 100 million people into poverty in 2020, triggering the worst global recession since World War II (Blake and Wadhwa, 2020 year in review: the impact of COVID-19 in 12 charts, 2020), and increasing the risk of exposure to other pandemics related to ecosystem degradation (IPBES, Workshop report on biodiversity and pandemics of the intergovernmental platform on biodiversity and ecosystem services. Retrieved from Bonn, Germany, 2020;Yin et al., Geogr Sustain 2(1):68-73, 2021). The normal functioning of many organizations has also been hampered by the pandemic and disruptions to the global travel and tourism industry have been unprecedented. By way of an example, travel restrictions led to the postponement of the 2020 34th International Geographical Congress to the following year and, ultimately, the decision was made to transition to an entirely online format for the event. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
ABSTRACT
The COVID-19 pandemic has highlighted many challenges undergraduate students face including their ability to manage stress. Poor stress management can contribute to poor academic performance and health outcomes;better wellness habits and stress reduction go hand-in-hand, as improved wellness habits reduce overall stress and expand positive stress management strategies. This article describes the design of a short wellness intervention for STEM classes and its evaluation after implementation in five chemistry and biology courses that span the four years of a biochemistry degree. This intervention, composed of a short, in-class presentation and an associated supplemental resource handout, presents students with information on five wellness areas: sleep, nutrition, water intake, exercise, and meditation and mindfulness. Students were surveyed at three points (once preintervention and twice postintervention) in one semester and asked to report their perceived stress, current wellness habits, and overall perception of the intervention. Notably, the majority of students (89%) thought the intervention should be included in other courses. The importance of completing the intervention in class was underscored by the small number of students (19%) who reported accessing the additional resources provided outside of class. Student wellness habits did not dramatically shift postintervention, but this study garnered insights into the barriers students face when attempting to change their wellness behavior. Overwhelmingly students reported that academic workload was the dominant factor hindering positive wellness change. The intervention materials, including a suggested script, are shared, and data-supported recommendations for implementation in other courses and institutions are provided.
ABSTRACT
Innovative technologies often face acceptance challenges. This is especially true when they constitute disruptive innovations. Disruptive innovations can forcefully alter the way things are done in the economy and society and have differential impacts for social groups. Legitimacy – the fit between an innovation, and society at large – is an important explanatory factor of the success of disruptive technologies. The micro-judgements of legitimacy that individuals make with regards to a technology, can help understand why some innovations succeed or fail. Likewise, users’ actions when using said innovations may indicate how acceptable the technology is to users. This paper analyses how users judge, and use, the NHS COVID-19 Test & Trace app. Preliminary findings suggest that individuals’ micro-legitimacy judgements are strongly related to the decision to use the app or not, and that users have adopted a number of workaround behaviours to resist or compensate for the app’s functionality. © 2022, IFIP International Federation for Information Processing.