Informativespeech Outlinespeech Topicnameintroduction Thesisthesis S ✓ Solved
Informative Speech Outline SPEECH TOPIC NAME INTRODUCTION & THESIS Thesis Statement: Insert thesis statement here: The thesis statement is a one sentence summary of the central idea of your speech that you either explain or defend. A good thesis statement is declarative, agrees with your general and specific purpose, and focuses and narrows your topic. Introduction of Topic: Insert your topic introduction here: Introduce your topic with an attention getting fact, story or question; the relevance on why you chose this topic; and why the audience should care about this topic. Main point #1: Please type a sentence describing your first main point here. Insert supporting evidence and research here.
Please note any visual you may use in your speech for this point here. Insert supporting evidence and research here. Main point #2: Please type a sentence describing your second main point here. Insert supporting evidence and research here. Please note any visual you may use in your speech for this point here.
Insert supporting evidence and research here. Main point #3: Please type a sentence describing your third main point here. Insert supporting evidence and research here. Please note any visual you may use in your speech for this point here. Insert supporting evidence and research here.
CONCLUSION Review of main points: Insert a statement that restates your three main points here. Conclusion of speech: Insert your concluding statement here: The closing statement should relate to the overall speech and should provide some “take-away†message that may leave an audience thinking about your topic. REFERENCES Insert references used in speech here, in APA format. RESEARCH PROPOSAL 6 The Bio-Psycho-Social Impact of Distance Education on American High School Academy Students in Miami Dade County in South Florida, as Consequence of the COVID-19 Pandemic Student Name Institution Affiliation Date Chapter Two Literature Review This section includes a review of published literature related to the bio-psychosocial impact of distance education on high school academy students due to the COVID-19 pandemic.
Al-Sabbah et al. (2021) conducted a study to examine the biopsychosocial factors that affect students’ and educators’ wellbeing during the COVID-19 pandemic, as well as the effect of the factors on the individuals’ thoughts, feelings, work environment, family relationships, and behavior. The questionnaire used in the study contained the biological, psychological, and social domains that covered the symptoms that manifested as a result of the pandemic. The biopsychosocial factors identified were depression, increased sleep and appetite, headache, physical comfort, the negative impact of media, and goal achievement. Physical exercise, eating more, and sleeping were the reported coping strategies used by students and educators to cope with COVID-19 related stress.
Generally, the COVID-19 pandemic has led to the increased use of distance learning through online classes due to the closure of schools and the discontinuation of face-to-face learning. Pokhrel and Chhetri (2021) provided a comprehensive report outlining how the COVID-19 pandemic has impacted online learning. The authors pointed out the emotional and psychological distress that many students have experienced as a result of online homeschooling. Some of the positive aspects identified are the increased understanding, self-directed learning, critical thinking, and problem-solving skills from online classes. Students are exposed to increased screen time, which is associated with various harmful effects such as obesity (Pokhrel & Chhetri (2021).
Pokhrel and Chhetri (2021) identified various social, economic, and psychological consequences of online learning, including exposure to cyberbullying, violent content, and online exploitation, as students may not have the skills to keep their virtual environment safe. Similarly, a study conducted by Silva et al. (2020) established that distance learning was an effective coping tool against the negative effect of the social isolation measures enacted during the pandemic. The researchers analyzed the impact of distance on the quality of life of undergraduate students, learning during the COVID-19 pandemic considering the social isolation put in place to control the spread of the virus. The findings of the study were that social isolation had the highest impact on the psychological domain of the students’ quality of life.
The overall effect of distance learning on the students’ quality of life was positive. Sociodemographic characteristics such as age and sex had a varying effect on the quality of life. The students experienced an improvement in the quality of life with age advancement, meaning that the older students had a better quality of life when learning online during isolation. Female students experienced a better quality of life than male students. Silva et al. (2020) also analyzed the impact of social factors such as the devices used to access distance education and the study environment.
The students who conducted the distance education from the study room, as well as those who used virtual platforms such as Skype or Zoom, had a higher quality of life than those who did not have access to these facilities. Accordingly, Bolatov et al. (2021) established that online learning as a result of the COVID-19 pandemic improved students’ mental health in a study conducted at Astana Medical University in the Republic of Kazakhstan targeting medical students. The researchers compared the mental health status of students using the traditional face-to-face learning system with those who had switched to online learning. The findings of the study indicated that online learning led to a decrease in the prevalence of anxiety, depression, burnout syndrome, and somatic symptoms.
Nevertheless, online learning negatively affected students’ interpersonal relationships and communication increasing colleague-related burnout. Students with anxiety and depressive symptoms and those that were dissatisfied with their academic performance had a decline in academic performance. Students that were receiving online education under quarantine and lived alone were at an increased risk of depression. The Biopsychosocial Model of Health The biopsychosocial model will be used in this study. The model explains the effect of psychological stress on the development of a disease as a result of the interaction of the mind and the body.
The model rejects the assumption that the development of disease entirely affects physical health, and includes a consideration of psychological, social, and biological aspects of health (Kusnanto et al., 2018). According to the biopsychosocial model, social, biological, and social elements contribute to the development of an illness. As a result, to achieve rapid recovery during treatment, it is necessary to consider a medical, psychological, and social paradigm. The benefit of this approach is that it allows examination of the psychological, social, and biological reasons that caused the illness. The biopsychosocial model can be applied in the context of distance learning in the wake of COVID-19 to examine its effects and its causes.
The emotional and mental problems that arise due to online learning can be attributed to the negative effects of the COVID-19 pandemic, which increases the vulnerability of individuals to psychological problems. The COVID-19 pandemic is associated with physical distancing measures such as quarantine, which increases individuals’ susceptibility to mental health problems. Hypothesis The hypotheses of the study are that: H1: Distance education has a positive biopsychosocial impact on American High School Academy ninth graders during the COVID-19 pandemic. H2: Distance education has a significant negative impact on the mental health of American High School Academy ninth graders during the COVID-19 pandemic.
H3: COVID-19-related stressors increase the vulnerability of American High School Academy ninth graders to problems caused by distance learning. H4: Sociodemographic characteristics influence the impact of distance education on American High School Academy ninth graders during the COVID-19 pandemic. References Al-Sabbah, S., Darwish, A., Fares, N., Barnes, J., & Almomani, J. A. (2021). Biopsychosocial factors linked with overall well-being of students and educators during the COVID-19 pandemic.
Cogent Psychology, 8 (1), . Bolatov, A. K., Seisembekov, T. Z., Askarova, A. Z., Baikanova, R.
K., Smailova, D. S., & Fabbro, E. (2021). Online-learning due to COVID-19 improved mental health among medical students. Medical Science Educator, 31 (1), . Kusnanto, H., Agustian, D., & Hilmanto, D. (2018).
Biopsychosocial model of illnesses in primary care: A hermeneutic literature review. Journal of Family Medicine and Primary Care, 7 (3), 497–500. Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8 (1), .
Silva, P. G. D. B., de Oliveira, C. A.
L., Borges, M. M. F., Moreira, D. M., Alencar, P. N.
B., Avelar, R. L., ... & Sousa, F. B. (2020). Distance learning during social seclusion by COVIDâ€19: improving the quality of life of undergraduate dentistry students. European Journal of Dental Education, 25 (1), .
DISEà‘O DE INVESTIGACIà“N TRABAJO SOCIAL 1 RESEARCH DESIGN SOCIAL WORK 7 Comment by Grace Izquierdo: APA – Running head / titulillo y nàºmero de la pà¡gina – debe seguir el formato APA The bio-psycho-social impact of Distance Education on American High School Academy students in Miami Dade County in South Florida, as a consequence of the COVID-19 pandemic. Estudiante: Institucià³n: Marzo Introduction The COVID-19 pandemic has caused a crisis in many sectors globally, including the education sector. Since the disease hit the world, efforts have been made to seek alternative lifestyles. It forced the education sector to move away from face-to-face learning, and both teachers and students switched to online learning.
Since then, the disease has had impacts like sociological where people cannot come up and learn together, psychological in that people have been stressed up with deaths of their people, and much more on distance learning in adolescents (Ali, 2020). In this case, it is the ninth-grade students of the American High School Academy. The disease has created unprecedented pressure on Miami Dade. On April 6, 2021, the number of reported death cases was 19, and 1,516 new cases were reported. This shows that the infection rate is still very high, despite the slight decrease in the number of infected.
The COVID-19 rules being followed in Miami include getting vaccinated, wearing masks to maintain social distance, and disinfecting rooms and objects. The referred center has about 250 students, and their teachers take attendance to classes online, and classes are attended online. 1.1-Research problem / Definition Coronavirus is a disease caused by the COVID-19 virus classified as a pandemic at present, which has changed the dynamics of the world in general. The first case was discovered in the city of Wuhan in China in December 2019, and since then, the disease has spread around the world, claiming thousands of lives. COVID-19 has impacted the biological, psychological, and social point of view in the ninth-grade students of the American High School Academy located in Miami Dade County in southern Florida, starting with implementing the modality of Distance Education to replace face-to-face learning program.
Students cannot adopt new rules and regulations due to limited financial resources (Ballivian et al., 2020). Students cannot continue with distance education due to limited financial resources. 1.2-Justification and relevance of the study At this point of justification and relevance of the study, we will primarily focus on why this study is essential to the school or anyone in general. First and foremost, the impacts of the coronavirus have been very many, and people have not known how to deal with them, and the study will help then affected people to know how to deal with the pandemics like such next time. Secondly, there is an existence of gap for the research of coronavirus pandemic; hence this study will help the researchers get whatever they need in the industry while carrying their researches.
The research will be necessary for social work in that students will know how to leave with this kind of pandemic next time another one arises. On the other hand, this research is fundamental to the education system since it will elaborate more on how children can use it to ensure that the learning continues as planned. It will also ensure that teachers can also teach their classes through online classes even though there is a pandemic in the nation. The research will also help the school analyze what transpired during this pandemic season ((Garcàa & Weiss, 2020). Lastly, to the Miami county families, the research will be crucial because it will help the neighboring population with appropriate knowledge on how to leave with the pandemic.
It will come up with better strategies like social distance and much more. Generally, the study will develop better ways to solve the sociological problems that arise due to the pandemic, like social distancing. It will also help in solving psychological problems like stress due to the loss of loved ones. Lastly, it will help in dealing with biological problems like the onset of the pandemic and ensuring that such actions cannot happen again. 1.3-Objectives of the study The objective of this research is to demonstrate the bio-psycho-social impact of distance education as a style of education during the COVID-19 pandemic in ninth-grade students from American High School Academy in Miami Dade in South Florida...
1.4-Research questions • What socio-demographic characteristics predominate in American High School Academy, ninth graders? • How is bio-psychosocial impact defined in ninth-grade students at American High School Academy? • What are the advantages and disadvantages of distance education in times of a pandemic? • What types of mental illness have prevailed in American High School Academy ninth graders during the COVID-19 pandemic? • What stressors related to COVID-19 are correlated with anxiety and depression during the pandemic? 1.5-Variables and definition of variables Bio-psycho-social impact- the independent variable, and Long-distance education is the dependent variable. Unknown variables: other variables can constitute them, the characteristics of the instructor, administrative support, course design, course content, social support, student characteristics, technical support, and the socio-demographic variables are age, gender, and educational level (Wodon, 2020).
1.6-Definition of important concepts Distance education: Also known as online, online, or remote education, it is an innovative way of learning and teaching that brings the dynamics of a traditional and face-to-face class to the digital world. In this way, from anywhere in the world, students and teachers will connect in a virtual environment on their computers through the Internet, making intensive use of the facilities provided by new digital technologies. (According to the University of Palermo) -doubt Distance education is a teaching modality with great potential and is an excellent option that, if carried out professionally, guarantees the same results as traditional teaching. According to Madero University Bio-Psycho-Social Balance, We speak of a bio-psychosocial model concerning the approach that takes care of people's health by integrating biological, psychological, and social factors.
This model understands that the well-being of man depends on the three dimensions: it is not enough that the individual is physically healthy. The bio-psychosocial model is one of the models that we find in psychology and even psychotherapy. It is an approach that establishes that several factors influence the development and well-being of a person in the context of a disease, disorder, or disability. These factors, as the name of the model itself indicates, are of three types: biological (genetics, inheritance ...), psychological (behaviors, emotions, thoughts ...) and social (educational opportunities, poverty, unemployment ...). (Ruiz et al., 2020) Projected limitations of the study According to this research, there are a few limitations that can be met while analyzing the research.
First and foremost, there is the limitation of the researches on this topic; hence there were no many resources to refer from. There could not be a suitable data collection method like interviews since the pandemic only encouraged people to stay at home and avoid gatherings. 1.8 Description of the research design This research chose to use a research design known as the survey method because it could best fit the research. A survey study could only be done in a small number of people of a group, and this happened because we could not find all the students at once due to the pandemic protocols like staying home and social distance. However, the results that are to be gotten on the research are to apply to the entire population of people even though you may not have participated.
The only method used during the research was the use of questionnaires distributed to people at random and collected back after some time. References Ali, T. (2020). Distance Learning During COVID-19: 7 Fairness Considerations for Schools and Districts. Report the problem. Southern Education Foundation.
Ballivian, J., Alcaide, M. L., Cecchini, D., Jones, D. L., Abbamonte, J. M. and Cassetti, I. (2020). Impact of COVID-19-related stress and blockage on the mental health of people living with HIV in Argentina.
JAIDS Journal of Acquired Immune Deficiency Syndromes, 85 (4), . Garcàa, E. and Weiss, E. (2020). COVID-19 and US Student Achievement, Equity, and Education Policy: Lessons from Pre-Pandemic Research to Inform Relief, Recovery, and Reconstruction. Institute of Economic Policy. Wodon, Q. (2020). COVID-19 crisis impacts Catholic schools and possible responses | Part 1: Developed countries with particular attention to the United States.
Paper for above instructions
Informative Speech OutlineSpeech Topic Name: The Bio-Psycho-Social Impact of Distance Education on High School Students during COVID-19
Introduction & Thesis
Thesis Statement: The COVID-19 pandemic has significantly altered the educational landscape, resulting in both positive and negative bio-psycho-social impacts on American high school Academy students in Miami Dade County due to the switch to distance education.
Introduction of Topic:
The COVID-19 pandemic forced educational institutions to pivot significantly towards online learning, making it imperative to examine its multifaceted effects. A staggering shift from in-person classes to virtual platforms raises questions about how this transition is affecting adolescents' overall well-being. Given the unprecedented circumstances schools faced, it is crucial to explore this topic to shed light on the consequences and implications for future educational practices. Many students may be wondering how education continues, but more importantly, how their mental, emotional, and social well-being is being impacted.
Main Point #1: The Positive Effects of Distance Education
Studies indicate that online learning has some benefits, such as increased self-directed learning and improved critical thinking skills (Pokhrel & Chhetri, 2021). The flexibility to learn at one's own pace can empower students. With resources like recorded lectures and online forums, students can revisit materials that they might not have fully grasped during live discussions.
- Supporting Evidence: Silva et al. (2020) found that distance learning during social isolation improved the quality of life for students, particularly for those older and female students, exhibiting the adaptability within the online learning environment.
- Visual Aid: A chart displaying the increase in self-directed learning as reported in various studies.
Main Point #2: Psychological and Social Consequences
Despite the educational advantages, the shift to distance learning has exacerbated mental health issues among students. Isolation has been linked to increased anxiety, depression, and other behavioral challenges due to the significant disruption of traditional social structures, particularly those valuable interactions present in a classroom setting (Bolatov et al., 2021).
- Supporting Evidence: Findings from Al-Sabbah et al. (2021) revealed a rise in symptoms related to anxiety and depression during the transition to distance education, indicating heightened vulnerability among students.
- Visual Aid: Infographic summarizing the rise in anxiety and depression rates among adolescents due to social isolation.
Main Point #3: The Role of Socio-Demographic Factors
Socio-demographic characteristics, such as age, sex, and socioeconomic status, significantly influence how students adapt to distance learning (Kusnanto et al., 2018). Older students and females tend to report better coping mechanisms compared to their younger and male counterparts. Furthermore, access to technology and stable home environments can either facilitate or hinder a student's ability to engage effectively with online learning.
- Supporting Evidence: Wodon (2020) discusses how disparities in resources can create unequal educational experiences, putting marginalized groups at a disadvantage.
- Visual Aid: A comparative table of test scores and psychological well-being by age and gender demographics.
Conclusion
Review of Main Points: Today, we explored the interesting dynamic of distance education as a result of the COVID-19 pandemic, addressing its positive effects on student self-directedness, the psychological and social challenges faced by students, and the role of socio-demographic factors in shaping these experiences.
Conclusion of Speech: As we contemplate the future of education, thoughtful consideration must be given to both the advantages and pitfalls of distance learning environments. The bio-psycho-social impacts highlight the need for educational institutions to develop robust support systems to assist students in navigating these challenges. As we move forward in a post-pandemic world, reflective practices ensure that we will be better prepared for any potential educational disruptions, fostering resilience among our students for whatever challenges they may face.
References
1. Al-Sabbah, S., Darwish, A., Fares, N., Barnes, J., & Almomani, J. A. (2021). Biopsychosocial factors linked with overall well-being of students and educators during the COVID-19 pandemic. Cogent Psychology, 8(1).
2. Bolatov, A. K., Seisembekov, T. Z., Askarova, A. Z., Baikanova, R. K., Smailova, D. S., & Fabbro, E. (2021). Online-learning due to COVID-19 improved mental health among medical students. Medical Science Educator, 31(1).
3. Kusnanto, H., Agustian, D., & Hilmanto, D. (2018). Biopsychosocial model of illnesses in primary care: A hermeneutic literature review. Journal of Family Medicine and Primary Care, 7(3), 497–500.
4. Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1).
5. Silva, P. G. D. B., de Oliveira, C. A. L., Borges, M. M. F., Moreira, D. M., Alencar, P. N. B., Avelar, R. L., & Sousa, F. B. (2020). Distance learning during social seclusion by COVID-19: improving the quality of life of undergraduate dentistry students. European Journal of Dental Education, 25(1).
6. Wodon, Q. (2020). COVID-19 crisis impacts Catholic schools and possible responses | Part 1: Developed countries with particular attention to the United States.
7. Ali, T. (2020). Distance Learning During COVID-19: 7 Fairness Considerations for Schools and Districts. Southern Education Foundation.
8. García, E., & Weiss, E. (2020). COVID-19 and US Student Achievement, Equity, and Education Policy: Lessons from Pre-Pandemic Research to Inform Relief, Recovery, and Reconstruction. Institute of Economic Policy.
9. Méndez, I. (2020). The Impact of the COVID-19 Pandemic on the Education of Minnesota Students: Results from the 2020 Survey of Minnesota Educators.
10. UNESCO. (2021). Education: From disruption to recovery. Retrieved from https://en.unesco.org/covid19/educationresponse
This speech outline serves as a comprehensive guide for informing the audience about the bio-psycho-social effects of distance education during the COVID-19 pandemic on American high school students. Each main point is supported by credible literature, ensuring reliable insights into the topic.