We knew in March that students wouldnt learn much during lockdown, and they seem to be in for more of the same this fall. The problem isnt just that teachers lack experience with remote instruction. For reasons scientists only partially understand, its demonstrably harder to learn via video than in person. Education Secretary Betsy DeVos and the rest of the Trump administration maintain that because online learning is hard, healthy kids should be in school. But research points to another solution to the video learning problem.

The problem is dramatic in children younger than 4. In a typical experiment, a researcher is filmed using a new word or describing the location of a hidden object. A child who sees the experimenter live is more likely to learn than one who watches the video. One explanation for this phenomenon is that videos lack the social cues face-to-face interactions provide.

Older children dont show a learning deficit, implying that theyre somehow compensating for what the video lacks. But they cant maintain the necessary attentional focus for an entire Zoom class, so learning suffers. That interpretation sits well with adults experience of Zoom fatigue: We get through our meetings, but making up for the absent social cues drains us. How might teachers help?

Different learning tasks capitalize on different social cues. We can make some reasonable guesses about when video makes learning difficult.

A class discussion requires conversational turn-taking, and eye movements play a central role. For example, if you are speaking and I break eye contact, that indicates I want a conversational turn. If Im speaking, a prolonged gaze signals an intention to yield the floor.

These signals are lost in videoconferencing, both because internet lag disrupts their timing and because computer equipment makes eye contact difficult. I see your eyes when I look at my screen, but you see my eyes when I look at my camera. The disconnect is part of why Zoom meetings brim with interruptions and awkward pauses.

During lectures, eye contact matters less than gesture. Instructors support explanations with their hands, as when a math teacher unconsciously mimes a pan balance scale to explain equivalence. Gestures aid student comprehension, but theyre usually absent from videoconferencing. Teachers sit near the computer to control their keyboard and mouse, which means students see only their faces.

Many lectures require demonstrations, with the instructor and student directing attention to a graph or an online laboratory simulation. During these tasks a teacher tends to use another type of gesture: Shell point, or as she gives the instruction turn it, shell gesture to show which way. Unlike the balance example, these gestures require having the other persons perspective on the object. Researchers have found it challenging to give users this sense of shared space during videoconferencing.

Overcoming these obstacles is usually possible. If I cant point with my finger, Ill point verbally: If I want students to look at a large, blue section of a graph, I can say, Look at the big blue section. Devising such workarounds is trivial in a two-minute Zoom call. But the costs accumulate over hours of video expounding difficult academic content.

Thats one reason 80% of adults who start non-credit online courses fail to complete them. And its a reason a lot of students simply didnt show up for remote lessons last spring.

So now what?

We can guess at some fixes. For example, instead of sitting at a desktop while lecturing, a teacher might stand and step back from the camera so that gestures are viewable. But researchers dont know enough to guarantee solid learning improvements. The summer, which the federal government might have used to organize a Warp Speed effort to find solutions, has instead passed in a narcotic dream that fall would bring students back to school the vision Secretary DeVos still hopes will triumph.

But theres another way. Research shows remote learning is more successful if a facilitator (usually a parent) is present. Companies that provide online education to home schoolers routinely stipulate that an adult supervise an elementary or middle school student.

Thats not a luxury. With our current technology and understanding, its a prerequisite to a successful remote learning program. And it shouldnt be available only to the learning-pod wealthy. The federal government could, through grants to states, provide funds to hire parents to serve as learning facilitators for small groups of children in grades K through 8. A similar emergency pandemic measure through Medicaid has allowed parents to be paid as caregivers for their disabled children.

The hallmark of an educated mind is learning from experience. Shame on us if we condemn our children to repeat last spring.

Daniel T. Willingham is a professor in the department of psychology at the University of Virginia.

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Op-Ed: Why remote learning is hard, and how to make it easier - Los Angeles Times

Bloomberg

(Bloomberg) -- Bit by bit, billionaire Ronald O. Perelman is parting with his treasures.His Gulfstream 650 is on the market. So is his 257-foot yacht. Movers hauled crates of art from his Upper East Side townhouse after he struck a deal with Sothebys to sell hundreds of millions of dollars of works.Hes unloaded his stake in Humvee-maker AM General, sold a flavorings company that hed owned for decades and hired banks to find buyers for stock he holds in other companies.What in the world is going on with Ron Perelman? His exploits on and off Wall Street have been tabloid fare in New York since the go-go 1980s. But now, at an age when most fellow billionaires are kicking back, Perelman, 77, is facing a range of financial challenges, most of all at Revlon Inc., his cosmetics giant.Once touted as Americas richest man, his wealth has dropped from $19 billion to $4.2 billion in the past two years, according to the Bloomberg Billionaires Index.Bankers, socialites and art collectors have been buzzing about Perelman since his investment company, MacAndrews & Forbes, said in July it would rework its holdings in response to the coronavirus pandemic and the ravages it caused to American businesses, including his own.We quickly took significant steps to react to the unprecedented economic environment that we were facing, Perelman said in a statement. I have been very public about my intention to reduce leverage, streamline operations, sell some assets and convert those assets to cash in order to seek new investment opportunities and that is exactly what we are doing.Read Ronald O. Perelman's full statement herePerelman also gave more prosaic reasons for the shift, including spending time with his family during lockdown and a desire for a simpler life.I realized that for far too long, I have been holding onto too many things that I dont use or even want, he said. I concluded that its time for me to clean house, simplify and give others the chance to enjoy some of the beautiful things that Ive acquired just as I have for decades.Graydon Carter, the former editor of Vanity Fair whos known Perelman for three decades, said the shift in Perelmans attitude is sincere.Often when people say this sort of thing, its masking something else. In Ronalds case, its true, said Carter, who partnered with Perelman to reopen the Monkey Bar in Midtown Manhattan. He has learned to love and appreciate the bourgeois comforts of family and home.Carter described Perelman as a charismatic swashbuckler who once enjoyed evenings on the New York social circle a little too much. But he said Perelman is now crazy about spending time at home with his fifth wife Anna, a psychiatrist, and their two young sons.Richard Hack, who wrote a 1996 unauthorized biography of Perelman, is skeptical.If you want a simpler life, you go buy a farm in Oklahoma, not sell a painting out of your townhouse in Manhattan, Hack said. If hes selling his art, its because he needs cash.The art includes Jasper Johnss 0 Through 9, priced in the $70 million-range, Gerhard Richters Zwei Kerzen (Two Candles),which went for more than $50 million and Cy Twomblys Leaving Paphos Ringed with Waves (I), which found a buyer for about $20 million, according to people with knowledge of the matter, who asked not to be identified as the sales were private.What hes selling is as blue chip as it gets, said Wendy Goldsmith, an art adviser in London.Some proceeds are slated to pay down loans from Citigroup Inc., according to people with knowledge of the arrangements. He also has loans fromJPMorgan Chase & Co., Bank of America Corp. and UBS Group AG related to his artwork, filings show.These are not forced sales, said a spokeswoman for Perelman. She also denied a New York Post story that The Creeks, his 57-acre East Hampton estate, is being discretely marketed and said that he remains committed to his considerable philanthropy. Perelman is building a performing arts center in the Financial District, is vice chairman of the Apollo Theater, and sits on the boards of Columbia Business School and New York-Presbyterian Hospital.Read More: Billionaire Perelman Seeks to Reset Empire to Face New WorldIts a striking turn for Perelman, long celebrated and feared for engineering some of the most ambitious deals of the 1980s and 1990s, and for the litigation, divorces and corporate brawls he left in his wake.He was imaginative, aggressive and innovative in ways that changed the financial landscape, said investment banker Ken Moelis, a long-time Perelman adviser.But now, one of the original pioneers of the Michael Milken-fueled junk-bond takeover era is realizing that theres such a thing as too much debt especially during a pandemic.Take Revlon, which sits at the center of his empire.Its $365 million market value is a whisper of the $1.74 billion he paid for the company in 1985. He owns about 87% of Revlon and has full control over the firm, run by his daughter, Debra Perelman.For decades, it strained under a heavy debt load, forcing Perelman to provide loans or inject funds as he switched executives to pursue various turnarounds. The billionaire made clear in a Wall Street Journal interview that he loved the business and, for better or worse, it most defined him.Revlon, which was slow to respond to shifting trends 20 years ago, has more recently lost sales to smaller beauty companies that lured customers with social media. Now revenue is plunging further because of store closures. The company has $3 billion of debt, some of its bonds trade at 14 cents on the dollar and the company faces a cash crunch in November.A Revlon spokesperson declined to comment.His problems arent confined to lipstick. Perelman used his Revlon shares as collateral for MacAndrews & Forbes debt, filings show. The shares have plunged 68% this year, a decline that would typically require lenders to seek additional collateral or repayment of the loans.Shares of other companies in his portfolio, including Scientific Games Corp. and Vericast Corp., were also pledged against MacAndrews & Forbes debt. At least nine banks have claims against Perelmans assets, including his art collection, house in the Hamptons and various aircraft. About $267 million in mortgages are linked to the firms Upper East Side headquarters in Manhattan and other buildings he owns.Perelman has made progress on plans to sell some of his holdings.MacAndrews & Forbes struck a deal this week to sell its 35% stake in Scientific Games to an Australian investment firm. KPS Capital Partners in July agreed to buy Perelmans stake in AM General, the Indiana-based maker of Humvees and other vehicles, for an undisclosed amount. A $439 million deal to sell Flavors Holdings, a maker of sweeteners and food products, to Whole Earth Brands Inc. was completed in June.Further simplifying Perelmans holdings, however, might be easier said than done.Revlons $3 billion of debt would be a concern for any potential buyer. And Vericast, a collection of marketing and payments businesses, has struggled to navigate industry changes while dealing with its own substantial debt burden. Two of its major revenue streams are check printing and print-based advertising, both in decline due to digital payments and online marketing. Its RXSaver and RetailMeNot units are being shopped, indicating it may be easier to sell the company in parts than as a whole.Read More: Perelmans Coupon Company RetailMeNot Said to Weigh Sale OptionsEven art sales can be troublesome. A Francis Bacon painting belonging to Perelman, valued at about $15 million to $23 million, was pulled from auction at the last minute due to a lack of interest. The art collection which contains some of the most valuable 20th century works, including sculptures by Alberto Giacometti and paintings by Mark Rothko and Ed Ruschais now responsible for more than a third of his fortune.There are signs that the turmoil is taking a toll within MacAndrews & Forbes, where several of Perelmans most senior staff have exited in quick succession.In July general counsel Steve Cohen departed, followed by spokesman Josh Vlasto and James Chin, who headed the capital markets group. Chief Financial Officer Paul Savas resigned in June over irregularities with $5 million in insurance payments between Revlon and MacAndrews & Forbes. He was replaced by Jeffrey Brodsky, who according to his LinkedIn profile, has an extensive background in crisis and turnaround management.Still, those who know him well say any recent stumbles wont define him.Ronald has been dealmaking at the highest level for forty years, Moelis said. Even Michael Jordan missed a shot.For more articles like this, please visit us at bloomberg.comSubscribe now to stay ahead with the most trusted business news source.2020 Bloomberg L.P.

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Online Education Market in India 2019-2024, 2020 Report on the $14.33 Billion Industry - ResearchAndMarkets.com - Yahoo Finance

Lauren Martinez, a fifth grade teacher at Northwood Hills Elementary, began the school year teaching virtually in Richardson ISD as schools navigate the lessons during the pandemic.

For the first few weeks of school at Northwood Hills Elementary, Lauren Martinezs fifth-grade classroom was largely defined by the people, and things, no longer present.

There were no students to hug when they entered the class. The voice stoplight on the whiteboard, which tracks the noise level in the room, was lifeless. The walls were bare. The Tuesday Folders in the back of the room still had the names of the students from the previous school year.

Only recently has she returned to campus along with some of her students. There are still no hugs. Theyve been replaced by the coronavirus version of greetings: friendly elbow bumps.

It is so fulfilling. I missed the interactions and conversations with students, Martinez said.

But at any moment, teachers like Martinez might have to pivot back to virtual learning should there be a spike in COVID-19 cases. And others continue teaching online as families opt for remote learning during the pandemic.

Navigating online education for teachers has meant converging specialties, moving parts and few firm solutions. Educators spend time finding the nexus between old teaching methods and new strategies as schools try to curb the spread of the new coronavirus.

Martinez, for example, tried to maintain normalcy in her sterile classroom when she could interact with students only through a tiny rectangular screen on Zoom.

During science classes, students would occasionally scream out the answers to a magnetism question. Those moments could almost make you forget there is anything unusual about this setup. Then there were times when the whole network was down. Martinez said it just wasnt the same.

When you grow up and go through your education as a teacher, you never think it would be like this, Martinez added. You become a teacher to connect with the kids.

For everything virtual learning appears to lack, the one thing it has in spades is technology. Projectors, monitors and screens dominate areas that once had easels and whiteboards.

Martinez spent the entire summer getting creative on how to use it all.

Back in March, most classes were taught asynchronously, which meant that students would spend only a short period of time with their teacher.

So, Martinez went to the drawing board. She found apps and interactive study guides to mix up the ways students could spend longer hours on a screen while still engaged.

Before returning to in-person lessons this month, Martinezs students played on a study review app that allowed students to race for the right answers in a video game setting.

Principal David Lewis said educators spent months figuring out how to visit with kids like on a regular school day through technology.

None of us have been trained for the kinds of things we are doing right now. All of us are working outside of our training zone, Lewis said. A lot of it is new, and a lot of it is very similar to what we would do in the classroom as far as engaging with kids and rewarding them for participation.

A fan favorite for modifying traditional teaching methods into a virtual setting are Zoom snack hours. Some teachers, as a reward for students, are offering those on Fridays.

Its just fun, Lewis joked on a recent school day when an excited yell carried down an empty hall as teachers laughed with students on Zoom.

Beyond teaching lessons, educators are figuring out how to check on how students are doing emotionally during distance learning.

Martinez would spend part of each morning on Zoom just chatting with the students, asking how they feel or what they want to be when they grow up.

The conversations start with students typing their individual responses into the Zoom chat. As the conversation materialized, Martinez unmuted students as they explained why they wanted to be a professional soccer player, a doctor or a police officer.

She wanted to build a supportive environment in which students feel comfortable to share.

In the Richardson school district, a guidance counselor often joins educators who are teaching remotely so they can check in on students as well.

The hope is that these exercises make students feel comfortable enough to reach out when larger issues arise, like food insecurity, home instability or illness.

Calls are made to parents once a week or more often to see if they have a stable source of food or access to the internet.

Not every student is required to turn on the camera on Zoom, making the job of identifying who needs help more difficult. Educators focus on spotting the little things when they can.

That can mean looking at the background of what a student puts up on Zoom to gauge how a person is feeling. One student recently had the hit show Avatar behind her as a background and another showed off the Texas Rangers' ballfield.

If such backgrounds suddenly change or disappear, its the virtual equivalent of a student not participating in class or participating in class as they would in person, which could mean something is wrong, said Summer Martin, the head guidance counselor for the district.

Everyone has experienced a type of trauma, and everyone handles it a little differently, Martin said. Little things like Zoom backgrounds "are a part of the process of visually seeing an interest or personality. It is a new way to connect and we are finding new ways to connect every day.

Martinezs class returned to campus just after Labor Day. A little more than half 53% of students at Northwood Hills elected to come back in-person.

Martinez acknowledges there is a learning curve as students come back. The feeling of having students in chairs again, though, is a welcome sight.

I cant wait for more students to come back to school in-person throughout the year, Martinez said.

Families who continued virtual learning for now will have the chance to go in person at the end of the first six weeks of school. Some may stay virtual the entire year.

That wont mean things will return to normal. Some hold on to reservations about moving too quickly toward normalcy. But many teachers are bracing for long-term changes.

Martinez knows better than anyone, too, that education itself will never be the same. Her class now has plastic dividers between students. But the technology that carries over will continue to help her students and be incorporated into new teaching methods that will be used moving forward.

If she has to go back to virtual teaching, Martinez thinks it will eventually get easier. She hasnt found the best way forward for her students yet. But that is always a work in progress, she says.

But if you arent getting better [as a teacher] from this, you arent doing it right, Martinez said.

Continued here:
How do teachers connect with students during changing classroom needs amid a pandemic? - The Dallas Morning News

Q: What are you studying, where and with whom?

Griffith: I am studying the educational development of students involved with First State Squash, a local nonprofit organization that provides academic, athletic, mentoring and community service opportunities for Wilmington youth. I work with First State Squash online through Zoom conferences throughout the week, working on lesson plans, vocabulary, reading comprehension and interactive online activities. My adviser is David Teague, a professor of literature at the University of Delaware Associate in Arts Program in Wilmington.

Q: What inspired this project?

Griffith: I hope to work with more students before finishing my associates degree in education and really develop my skills with different age groups. In my past experience, I have primarily worked with elementary students, while the students at First State Squash are in middle school.

Q: What is it about this topic that interests you?

Griffith: Working with students to elevate their experience in school is very important to me. I know that so many children do not enjoy going to school because they feel left out and neglected in lessons when they do not understand whats being taught or have fallen behind. It is hard to work with a student who has no motivation or drive for academics, I really want to show these students at First State Squash that it is okay to feel confused and unmotivated, and instill that many teachers will notice and are happy to take the extra time to help as long as you ask. That being said, it is important students know when to ask for help. With this difficult time crunch and online setting, I understand the reluctance students have when admitting their struggle over Zoom, due to the long hours on the computer and lack of interaction, which normally would allow others to see their confusion.

Q: How has COVID-19 shaped your plans for this project? Is flexibility something that comes easily for you?

Griffith: It is quite discouraging that I was unable to work with the students at First State Squash in person, but I am also very grateful for an online platform that allowed me to familiarize myself with different teaching situations. Many schools have taken the steps to administer computers or tablets to students for online submissions and ease of communication during these trying times. Since moving schools online due to COVID-19, I believe educators will need to develop both in-person and online lessons. Flexibility is something that comes easy to me, but it definitely has its trials and tribulations. In my experience, sometimes when you present yourself as a flexible or versatile employee you may be asked to do more than you feel capable of, and your enthusiasm for a project or lesson may be lost after so many changes have been made. I earnestly believe that a fresh start or severe changes can bring back a motivation that may have been lost and that flexibility can challenge and shape one into a sharp and well-rounded person.

Q: What are the possible real-world applications for your study?

Griffith: This study will help hone my teaching skills and help me find various ways to help students by noticing their different needs in educational and home life settings. Learning online can prove to be very distracting for K-12 students and even for me or my peers in a university setting. With the pandemic, online education is the safest option, but it seems this will have a longer lasting effect on students. Pupils today are experiencing a bizarre education, they are missing valuable social skills and developmental stages may be stunted without the experience of new faces, old friends, true time to relax at recess, and the opportunity to see what normal is supposed to look like with their age group and peers.

Q: How would you explain your work to a fifth grader or someones grandparent?

Griffith: When explaining my work to a fifth grader I would say that I want to become a better teacher, one that is aware of how students may struggle or excel. With my weeks at First State Squash, I have been assisting students with extra help on their school packets, for example, introducing new math concepts and providing tips, as well as sharing different examples and ways to approach a problem. I want to make sure each student knows I tried my best to help them, and I saw how they needed my help and time.

Q: What advice would you give younger kids (middle school or high school) with similar interests?

Griffith: Take this time while you are young to explore your career opportunities and see if you even enjoy working with children.

Q: Have the changes required by the pandemic changed your perspective on anything?

Griffith: My perspective through this difficult time has changed many times along with the challenges. I believe the many changes around us may have burnt some students out, maybe professors, too. It is difficult to sit on Zoom for hours of the day, email back and forth, and tackle academic assignments on top of the newly altered home life. I can understand that this change can leave people feeling unproductive, unmotivated and overwhelmed. The pandemic is draining on many sides of the spectrum. I am hoping that students, as well as teachers, both see one another's point of view of our unique situation. And while I wonder what the new semester will bring, I intend to make this semester an experience tolearn from and reflect on later on in my career as a teacher.

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Fresh perspective on learning | UDaily - UDaily

The theater programs page on St. Ambroses website still listed two majors theater, and secondary speech and theater teaching and a theater minor as of Tuesday. It also provides other details about the program.

The petition was started by Erika Seabloom, an SAU senior and a speech and theater teaching major.

She said she and other majors were notified of the possible change by the university when it asked for their input as part of its review.

Seabloom said she provided her own input, as well as a link to the petition and quotes from people who signed it.

The hope of the effort is to inform the university of a theater degrees impacts that may not be quantifiable by dollar amounts or figures.

Graduates from the program have a good reputation among employers, Seabloom said. Such a change would deny future and prospective students of a degree that produces respected and decorated alumni.

Seabloom also used herself as an example the theater program led her to choose St. Ambrose.

Theater is my passion, she said. It is my future career.

St. Ambrose University's Associate professor and Biology Chair Neil Aschliman teaches his morning class Human Anatomy and Physiology, in Davenport.

Students listen and take notes during A class at St. Ambrose University earlier this month. The university reports 11 students have tested positive for COVID-19.

St. Ambrose University Associate Professor and Biology Chair Neil Aschliman teaches his morning class Human Anatomy and Physiology on Monday.

St. Ambrose University's Associate professor and Biology Chair, Neil Aschliman teaches his morning class Human Anatomy and Physiology, in Davenport, August 31, 2020.

Students listen and take notes during St. Ambrose University's Associate professor Neil Aschliman class Human Anatomy and physiology, in Davenport, August 31, 2020.

St. Ambrose University's Associate professor and Biology Chair, Neil Aschliman teaches his morning class Human Anatomy and Physiology, in Davenport, August 31, 2020.

Students listen and take notes during St. Ambrose University's associate professor Neil Aschliman's class Human Anatomy and Physiology Monday.

St. Ambrose University's Associate professor and Biology Chair, Neil Aschliman teaches his morning class Human Anatomy and Physiology, in Davenport, August 31, 2020.

St. Ambrose University's Associate professor and Biology Chair, Neil Aschliman teaches his morning class Human Anatomy and Physiology, in Davenport, August 31, 2020.

St. Ambrose University's Associate professor and Biology Chair Neil Aschliman teaches his morning class Human Anatomy and Physiology, in Davenport.

Students listen and take notes during A class at St. Ambrose University earlier this month. The university reports 11 students have tested positive for COVID-19.

St. Ambrose University Associate Professor and Biology Chair Neil Aschliman teaches his morning class Human Anatomy and Physiology on Monday.

St. Ambrose University's Associate professor and Biology Chair, Neil Aschliman teaches his morning class Human Anatomy and Physiology, in Davenport, August 31, 2020.

Students listen and take notes during St. Ambrose University's Associate professor Neil Aschliman class Human Anatomy and physiology, in Davenport, August 31, 2020.

St. Ambrose University's Associate professor and Biology Chair, Neil Aschliman teaches his morning class Human Anatomy and Physiology, in Davenport, August 31, 2020.

Students listen and take notes during St. Ambrose University's associate professor Neil Aschliman's class Human Anatomy and Physiology Monday.

St. Ambrose University's Associate professor and Biology Chair, Neil Aschliman teaches his morning class Human Anatomy and Physiology, in Davenport, August 31, 2020.

St. Ambrose University's Associate professor and Biology Chair, Neil Aschliman teaches his morning class Human Anatomy and Physiology, in Davenport, August 31, 2020.

Standing next to the grotto outside from her office, Sister Joan Lescinski, President and Professor of English at St. Ambrose University is retiring.

Sister Joan Lescinski, President and Professor of English at St. Ambrose University is retiring.

Sister Joan Lescinski, President and Professor of English at St. Ambrose University is retiring.

Sister Joan Lescinski, President and Professor of English at St. Ambrose University is retiring.

Sister Joan Lescinski, President and Professor of English at St. Ambrose University is retiring.

Sister Joan Lescinski, President and Professor of English at St. Ambrose University is retiring.

Sister Joan Lescinski, President and Professor of English at St. Ambrose University with a wall of inspirations and memories in her office is retiring.

Standing next to the grotto outside from her office, Sister Joan Lescinski, President and Professor of English at St. Ambrose University is retiring.

Sister Joan Lescinski, President and Professor of English at St. Ambrose University is retiring.

Sister Joan Lescinski, President and Professor of English at St. Ambrose University is retiring.

Sister Joan Lescinski, President and Professor of English at St. Ambrose University is retiring.

Sister Joan Lescinski, President and Professor of English at St. Ambrose University is retiring.

Sister Joan Lescinski, President and Professor of English at St. Ambrose University is retiring.

Sister Joan Lescinski, President and Professor of English at St. Ambrose University with a wall of inspirations and memories in her office is retiring.

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Petition defending St. Ambrose theater circulating online | Local Education - Muscatine Journal

I, like many other steadfast fiction readers, generally would not touch a non-fiction book with a ten-foot pole, preferring stories that offer an escape from my own mundane life. Once in a blue moon, I grudgingly venture into the world of non-fiction, feeling like I need to expand my repertoire of books, only to mentally check out after the first few pages. Why would I read about real life when imagination can conjure up scenarios that are so much more interesting? However, this year marked a surprising change for me. I entered the world of non-fiction books, and this time, I stuck around.

This adjustment came amid a time of extraordinary change, namely the emergence of COVID-19. During the long months of quarantine, many, inspired by online blogs or extreme boredom, decided to make use of their isolation by embarking on self-improvement journeys. As COVID-19 spread through the country and people were forced to remain home, online yoga, meditation and mental health resources started popping up on social media platforms like Instagram and TikTok. I watched as my friends began undertaking self-improvement journeys, posting about their morning quarantine yoga flows, mediation sessions and Chloe Ting workout challenges.

Unfortunately, I was not one of the productive quarantine types. Besides reading and baking a lot, I did not respond to complete social isolation with increased motivation like some others, who seemed to be checking off every life goal during quarantine (starting a podcast, really?). Nonetheless, I surprisingly ended up participating in the aforementioned self-help trend. This summer I took a roadtrip across the country, and eight hours into the third day I was getting stir crazy from the boredom and monotony of the drive. Desperate for some entertainment, I looked for free audiobooks on Spotify. The only book I could find was Mark Mansons The Subtle Art of Not Giving A F*ck. Having nothing else to do, I started listening and found myself immediately engrossed in the authors philosophy on life. Five hours later, I had listened to the whole book, and it was through this experience that I stumbled onto a new genre of reading: self-help books.

After Mansons book, I read two other self-help books in quick succession, Daring Greatly by Brene Brown and How to Win Friends and Influence People by Dale Carnegie. What I found most interesting about these three books was how different each authors message was. I found myself wondering, how do I know who to believe? Some ideas resonated more deeply with me than others, and I tended to lean toward the books that had practical applicability in my life or related to the issues I was currently facing.

Each author approaches giving advice differently. Manson talks about his failures bluntly, and explains the experiences that led him to his current philosophy on life. His personal style is straightforward, unsparing and often raunchy. Rather than telling readers to be positive and look on the bright side like I had expected from self-help books, he speaks frankly about what he thinks is wrong with people nowadays, and how they can fix themselves. Manson does not have a background in psychology or experience studying his ideas in practice, he simply explains his theory on having a fulfilling life and acknowledges his openness to being wrong and having more to learn.

Brene Brown, on the other hand, has a somewhat different personal style from Manson; she is understanding, relatable and funny. I felt like I was having a conversation with a friend, as she took me through her own experiences with vulnerability and opening up. Brown also has a strong background in research and the study of human emotion, vulnerability, shame and leadership. She is therefore able to base all of her ideas on years of meticulous research, and grounds her recommendations in facts and studies. This came through in her book, as she references study after study that support her suggestions. I found myself trusting her due to the enormous amount of research that she presented as evidence, as well as her approachable and genuine personal voice.

How to Win Friends and Influence People by Dale Carnegie diverged the most from the two other books. Carnegie suggests psychology-based techniques for becoming a more likeable and charismatic person, proposing tips on ways to make people like you, win people to agree with your way of thinking and change people without arousing resentment. I felt mildly embarrassed to be reading this book, feeling like I was being given insider information on how to trick people into liking me.

In every book, I noticed the authors experiences and background subtly intertwining themselves with their recommendation for how others could transform their lives. They viewed the world through the lenses of their own lives, and as a result, their conclusions included ideas that might not work for everyone. For example, Brene Brown spoke a lot about her perfectionistic tendencies and how to mitigate them. Personally, I am not a perfectionist, so this portion of the book went entirely over my head. Manson, meanwhile, recounted his experiences dropping everything to travel the world, something I have always dreamed of doing. His findings were extremely interesting and clearly life-altering for him; however, his methods may not be the most suitable for everyone. Carnegie gave advice based on psychological techniques on how to make others like you. For me this did not resonate, as some of the strategies that Carnegie suggested seemed manipulative and underhanded to me.

Reading these three wildly different books helped me understand that self-help books are not one-size-fits-all. Each book was a bestseller and incredibly popular among readers, and yet I had extremely different reactions to each one. I ended up picking and choosing the ideas that fit my own life and disregarding the rest. My struggles may not be the same as the authors, and so it only makes sense that some of the techniques that helped them may not be as beneficial to my own life. Therefore the biggest suggestion I have for others looking to read self-help books is to take everything you read with a grain of salt, and read a variety of different books to find ideas that resonate with your own life.

I am surprised to find myself seeking out these non-fiction books now. But there is something to be learned from hearing an outside perspective on how to successfully go through life. Reading these books took me out of my own life briefly, and exposed me to the findings of people who had undergone journeys of self-improvement. Though by no means a quick fix to anything, I did appreciate the push these books gave me to examine my own life and how I might adjust to live in a happier and more purposeful way. I hope I have convinced at least a few of the other hardcore fiction readers out there to try something a little out of your comfort zone.

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The different selves of self help - The Michigan Daily

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Continued here:
Ken Norton, The Former US Marine Who Used A Self-Help Book To Beat Ali - The Sportsman

What's the difference between being nervous and feeling anxiety? What distinction is there between feeling down and being depressed?

In a time where many people are mentally exhausted from a taxing year filled with a global health pandemic, racial injustice, social unrest, a divisive political atmosphere and environmental concerns, it's important to be aware of one's mental health status. Possessing self-awareness of one's emotions and feelings is always critical, but especially in a time of additional stresses outside the typical ups and downs of life.

We talked with Dr. Samia Hasan, the director of mental health services at the IU School of Medicine, to help us recognize symptoms of anxiety and depression in ourselves and how to address them.

Hasan shared a self-checklist of feelings from the Substance Abuse and Mental Health Services Administration to help individuals recognize emotional distress.

For anyone experiencing any of these signs and symptoms, Hasan recommends first reaching out to friends and family for support and engaging in healthy coping strategies such as doing moderate exercise, eating well, getting adequate sleep, engaging in a hobby or fun activity, and attempting a mindfulness activity such as yoga or meditation.

If the distress continues or gets to the point that it is difficult for someone to manage their day-to-day activities, Hasan recommending seeking professional help.

Because the signs of depression and anxiety overlap, Hasan cited two screening tools called the PHQ-9 (for depression) and the GAD-7 (for anxiety), which are the industry standards for primary care settings and helpful for self-screening.

There are many tools to gauge one's feelings. Hasan cited the Mental Health Continuum Model as another self-study resource for people to use.

There is no shame in asking for help from a loved one or professional, as everyone experiences emotional distresses differently.

"It's very normal to experience some of these symptoms, and often it's a matter of degree, intensity and duration that differentiates typical experiences from ones that indicate a need for professional help," Hasan said.

As the summer warmth and sunshine fade, people need to continue to showcase self-awareness. The grayness and chill that fall and winter bring can trigger seasonal affective disorder. Additionally, because of the COVID-19 pandemic, social isolation could increase in the colder weather, with fewer opportunities to safely physically distance and interact with others outdoors.

Considering the current social climate, Hasan provided a list of self-care strategies to help combat feelings of anxiety and depression that can also be used regardless of the season:

For anyone looking for professional assistance, IU offers students, staff and faculty support resources.

Counseling and Psychological Services, generally known as CAPS, is available at each regional campus.

IU Bloomington

IUPUI

IUPUC

IU East

IU Northwest

IU Southeast

IU Fort Wayne

IU Kokomo

IU South Bend

The SupportLinc Employee Assistance Program, or EAP, is a confidential resource that provides 24/7 access to professional counseling and referrals.

The Healthy IU site is a great resource for wellness tips and offers a variety of programs and information. This includes COVID-19-specific resources and creative self-care challenges.

Headspace

Calm

Insight Timer

National Suicide Prevention Line: 800-273-TALK (8255)

Crisis Textline: Text CSIS to 85511

The LGBTQ+ Trevor Lifeline: 866-488-7386

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How to identify and address feelings of anxiety and depression - IU Newsroom

Daily Update on Novel Coronavirus (COVID-19)

September 18, 2020

New information is in red and bold.

This update is available online at healthvermont.gov/covid19

Click the See the Latest Update button.

Please visit the Vermont Department of Healths COVID-19 web and data pages healthvermont.gov/covid19

At his press conference Friday, Governor Phil Scott announced lodging facilities may now rent all their rooms, as long as guests comply with all other requirements.

That includes mask-wearing, physical distancing, and travel and quarantine requirements, in addition to limits on dining and gathering size, he said.

The Governor said that bar seating in restaurants will also be allowed, with physical distancing requirements in place. This means food and drink service can be served at the counter. But there needs to be a minimum of 6 feet between parties, and a Lexan barrier between the customers and the staff behind the counter.

Officials also announced that Vermonts travel map will now be updated on Tuesdays instead of Friday. The map displays those counties from which travelers to Vermont may need to quarantine.

This will give folks a few more days to see the latest map, and adjust their travel plans to comply, Gov. Scott said.

Both the Governor and Health Commissioner Mark Levine, MD noted Dr. Anthony Faucis praise for Vermonters work to limit the spread of COVID-19, but also his warning that we not let our guard down.

With change in the seasons and colder weather, we will be moving indoors, and that will have an impact on our cases, Dr. Levine said. Well be living and breathing closer together for longer periods of time. Sharing spaces and germs. Exactly the environment in which COVID-19 thrives. This makes it imperative that we keep up the core prevention practices to avoid illness.

Lets keep up the good work, and keep Vermont the national model for staying healthy and open that Dr. Fauci said we are, Dr. Levine said.

Dr. Levine also noted Friday that September is Public Health Lab Appreciation Month.

These incredibly hard-working Vermonters put in the long hours many working without a day off for weeks or months at a time to process, analyze and report out on the test samples taken from, so far, more than 153,000 people in the state, Dr. Levine said.

They do this within days, sometimes hours, of receiving the samples, through work that is meticulous and must be performed to exacting specifications.

So, to everyone associated with our public health lab: you have not just my thanks, but the appreciation of every Vermonter whose health and well-being you work to protect around the clock, Dr. Levine said.

While the rate of virus in Vermont remains low, we continue to see additional cases of COVID-19. As the state carefully reopens, its an important time to understand stigma, and how it has caused real, tangible harm to peoples health and safety.

Lets start with a core fact: No single person or group of people are more likely than others to spread COVID-19.

This is key because stigma is associated with a lack of knowledge about how COVID-19 spreads, which fuels fears about disease and death, gossip that spreads rumors and false information, and a need to place blame. Certain groups may be more likely to experience stigma and discrimination, but stigma hurts everyone by creating fear or anger toward ordinary people instead of focusing on the disease that is causing the problem.

Some ways we can help reduce stigma:

Maintain the privacy and confidentiality of people seeking healthcare and those who may be part of any contact investigation.

Quickly communicate the risk, or lack of risk, from contact with products, people, and places.

Correct negative language by sharing accurate information about how the virus spreads.

Speak out against negative behaviors and statements, including those on social media.

COVID-19 does not respect borders or prejudices. When we focus on supporting and respecting people in our actions and deeds, we can protect one another and help end this pandemic.

Learn more about reducing stigma from the Centers for Disease Control and Prevention.

PreK-12 Schools: A table of School-Based COVID-19 Transmission is now available at healthvermont.gov/currentactivity.

Colleges/Universities: The Department of Financial Regulations School Reopening web page now includes links to each Vermont college and university that is currently maintaining a public dashboard or otherwise publicly maintaining information regarding their COVID-19 testing results.

Current COVID-19 Activity in Vermont

As of 12 p.m. on September 18, 2020

Description

Number

Total cases*

1,706

(2 new)

Currently hospitalized

3

Hospitalized under investigation

3

Total people recovered

1,536

Deaths+

58

People tested

154,099

Travelers monitored

464

Contacts monitored

32

People completed monitoring

8,489

* Includes testing conducted at the Health Department Laboratory, commercial labs and other public health labs.

+ Death occurring in persons known to have COVID-19. Death certificate may be pending.

Hospitalization data is provided by theVermont Healthcare Emergency Preparedness Coalition and is based on hospitals updating this information.

Find more at the data dashboard: healthvermont.gov/currentactivity.

Get the information you need at our Frequently Asked Questions.

If you are having a medical emergency, call 9-1-1 or go to the hospital.

If you think you have symptoms of COVID-19, call your health care provider.

Maintain physical distancing of at least 6 feet and wear a mask when near others.

Anyone can get tested, but not everyone needs to get tested.

Talk with your health care provider If you think you should be tested for COVID-19.

If you dont have a provider, dial 2-1-1, or contact the nearest federally qualified health center or one of Vermont's free & referral clinics.

Visit our testing web page for more guidance and where to get tested if you do need it.

Schools: Strong and Healthy Start: Safety and Health Guidance for Vermont Schools

Mental Health: A Strong and Healthy Start: Social, Emotional and Mental Health Supports During COVID-19

Sports: Fall Sports Programs for the 2020-2021 School Year

Child care: Health Guidance for Child Care and Out of School Care

Find additional resources on our Schools, Colleges and Child Care Programs web page.

Visit our Travel to Vermont web page for continually updated information and guidance, including about quarantine requirements, testing, and to sign up with Sara Alert for symptom check reminders.

Visit the Agency of Commerce and Community Developments website for Work Safe guidance.

If you or someone you know is in crisis or needs emotional support, help is available 24/7:

Get self-help tips and connect to mental health services at COVID Support VT.

See ways for Coping with Stress.

For more information:

Read the rest here:
VDH COVID-19 Update: Spigot turned to help hospitality industry - Vermont Biz

Giving employees more days off of work. Refurbishing old computers for employees children. Paying for team members and their families to get flu shots.

These are only a handful of ways companies in Chicago helped maintain the health and wellness of their employees since transitioning to remote work. Burnout, caregiver responsibilities and stress management are all challenges employees face today. And according to the following four employers, its their responsibility to help protect the wellbeing of their employees and their families.

However, employees' needs can vary greatly from person to person, and as weve witnessed in the last six months, circumstances arent stagnant. In order to be helpful and adaptable, the four Chicago companies we spoke with said they rely heavily on feedback to build out their remote perks and benefits. Learning about the resources team members need and how effective those implementations are once theyre rolled out helps companies provide the most impactful remote assistance to their staff.

After the onset of the coronavirus pandemic, Heather Shulick, EVP of human resources at All Campus, a college and university enrollment management platform, noticed something alarming: many employees were cancelling PTO because they couldnt go anywhere and were holding onto PTO in case they got sick with COVID-19. She and other members of leadership immediately added three extra days to the holiday calendar to encourage employees to take time off to de-stress and recharge. But that was just the start of new perks offered.

How did your company adapt its perks to remote work? We gave staff bonus PTO to assure them they would have ample time to take off in case of illness. We also increased our rollover allotment for 2021 so employees can carry some of this flexibility into the next year.

Offering flexibility to employees with children is also important to us. We adjusted our PTO policy to allow all employees to take time off in shorter increments, giving them more wiggle room during the day to support their childrens virtual learning environment. To emphasize the value we place on holistic education, we are allowing parents to use their professional development credit in 2020 on their childrens professional development instead. Families can tap into this credit to purchase technology or supplies, pay for a tutor or subsidize additional childcare needs.

We gave staff bonus PTO to assure them they would have ample time to take off in case of illness.

Supporting employee mental health: We recently partnered with a third-party wellness company to give employees access to daily live and on-demand health and wellness classes. They also have opportunities to book same-day telehealth appointments. One example of a recent class was Parenting and Homeschooling 101, hosted by a clinical psychologist. Employees had the opportunity to ask an expert questions about virtual learning for their children.

We typically offer flu shots in our office. However, this year, we expanded our free flu shot program to allow employees and their families to get flu shots anywhere and expense it at no cost to them.

How employee feedback influenced new perks: When we first went remote, we sent out a company-wide pulse survey, which reinforced our views about making sure employees werent burning out. Staff discussed acclimating to their home offices and mentioned needing some things to round out their virtual workspace. So we sent every employee a $100 Amazon gift card to help make their home office a little more comfortable.

Liz Rose, director of HR at employee discount and rewards platform PerkSpot, said her team took immediate action to alleviate some of the stressors brought about by the pandemic. For starters, they developed a community fund: a no-questions-asked, case-by-case assistance opportunity for PerkSpotters that needed additional support, financial or otherwise.

How did your company adapt its perks to remote work? We ensured tangible and intangible accommodations were available to all employees. Our transition to a remote workplace started by uncovering and satisfying the immediate needs of employees. We offered flexible work time and provided equipment for home office setups. We also delivered care packages customized to each employee and their families, encouraging them to stay strong during the unprecedented times.

We emphasized communication through increased company-wide and leadership meetings, individual virtual employee check-ins and sharing information on health benefits and how to use them. We created outlets for employees to discuss what was happening in the community and share COVID-19-related updates with each other.

Every adjusted benefit or new perk was developed completely based on the feedback from employees.

Supporting employee mental health: To prevent burnout, PerkSpotters took Fridays off in June and July. It gave employees the chance to spend more time with loved ones and set aside time for non-work activities. We hope employees feel more refreshed and less impacted by stress, fatigue and burnout.

Once protocols were in place, we safely opened the office for those interested in using it and our gym. We also gave teams chances to meet up in a socially distanced, in-person fashion with outdoor outings. In each response to COVID-19, we made sure to closely monitor employee feedback and make quick alterations based on responses and employee participation.

We also developed a new Slack channel: Ask Me Anything. Employees get to know each others backgrounds by asking questions and hearing stories. Its been a way to keep human interactions alive and focus on the wellness of employees.

How employee feedback influenced new perks: Every adjusted benefit or new perk was developed completely based on the feedback from employees. We sent out multiple surveys and conducted one-on-one conversations to understand the wants and needs of PerkSpotters. Based on the results and qualitative feedback, we responded to those needs appropriately. We understand those needs continue to evolve, especially as our company and the current situation change. And we will continue to develop and provide benefits that fit with those ever-changing needs.

Working from home can have surprising hidden costs: Your office might need an update, and meals that were once purchased by your employer are suddenly out-of-pocket. Not so for Grubhub employees, who not only received a stipend for work office supplies, but also saw increased meal allowances, said Becky Altman, senior manager of culture and community at food-ordering and delivery platform Grubhub.

How did your company adapt its perks to remote work? When we transitioned our workforce to remote in March, we provided all employees with information on access to medical care and telehealth, COVID-19 symptoms and how to access our employee assistance program for mental health concerns. Then we issued a stipend to make sure everyone had the resources they needed to create a comfortable work-from-home environment.

In lieu of office snacks and lunches, we increased our meal perks allowance that offers employees a set weekly budget to order from local restaurants on Grubhub. If an employee didnt spend all their weekly perks, we donated the remainder to our Grubhub Community Relief Fund that provides financial relief for our community. The people team also created a library of resources that included guides on leading a remote team, local virtual events, remote team-building ideas and creative collaboration tools.

Our ability to remain productive and engaged at work is dependent on taking care of the self first.

Supporting employee mental health: Our working parent and Black employee affinity groups increased their opportunities to meet virtually, share resources and support each other through the challenges of the last several months. Wellness Wednesdays are a time for virtual fitness, yoga and meditation classes. They are a highlight for many and are recorded so that anyone can access them at their convenience.

We offer a menu of options that appeal to our diverse community with virtual cooking demos, happy hours, podcasts and lunch and learns. Most importantly, we encourage balance and wellness by setting meeting-free times where staff can get off their screens and prioritize self-care.

How employee feedback influenced new perks: There is no one-size-fits-all solution to what people need. The most important thing we can do right now is listen to our people and support them in ways that are most meaningful to them. Our ability to remain productive and engaged at work is dependent on taking care of the self first.

To fully understand what support would be most effective, we surveyed our people every 30 days at the beginning of our time at home. All of our initiatives, stipends and resources were a direct result of employee feedback. By listening to our people and delivering on their feedback, we hopefully have sent a strong message that says, We see you, we hear you and we care about you.

Company culture can make or break a business in times of crisis, said Elizabeth Klisser, director of communications and experience at property management platform SMS Assist. So when the pandemic forced the entire company to work from home, Klisser said a detailed culture plan was in place to help them to transition their culture-building activities like monthly department trivia to a remote set-up quickly.

What other perks did you adapt for remote work?Other elements required some creativity. Because there was no NCAA basketball tournament due to COVID-19, we created our own Mutt Meowdness bracket using pictures of SMSers pets ranked by cuteness. Over 100 employees completed brackets, including our CEO. We also developed a Feel Good Friday video series: Our receptionist at the Chicago office reads good-news stories from employees like an employee becoming a new dad and from around the world.

We developed a video series with a local therapist who put together weekly evidence-based stress management techniques.

Supporting employee mental health: To help make things a little easier for parents with children learning from home, we refurbished old laptops we planned to recycle and distributed them to employees with dependents in need of a computer for online learning.

Employees also took advantage of resources like Ginger, which provides free on-demand support from mental health professionals, as well as an employee assistance program paid for by SMS Assist. Internally, we offered a variety of resources housed on our employee intranet like virtual yoga including kid-friendly classes and virtual meditation through our partnership with Chill Chicago. For those that prefer physical activity, we competed in Friday fitness challenges via Zoom and posted free virtual workouts.

How employee feedback influenced new perks: Working alongside our VP of HR, we surveyed employees about how they were feeling in response to the pandemic, the support they were getting and how we could best help them. They shared what they were struggling with and the resources they needed, which we used to design our programming.

Stress management was one of the top concerns. So, we developed a video series with a local therapist who put together weekly evidence-based stress management techniques on everything from self-care for caretakers to improving your sleep. Employees were also interested in taking advantage of development opportunities from home, so we started a new expert series where senior leaders teach virtual classes in their areas of expertise.

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Perks and Benefits Remote Workers Actually Want - Built In Chicago