Impact of the Pandemic on the Indian Economy and Wellbeing

The goal of the study is to look at the impact of COVID-19 on major industries including automobiles, wellness, education, tourism, and many others, as well as migrant workers' status. COVID-19, a sudden epidemic, has had a devastating impact on the Indian economy. The migrant population was also affected by this situation. They were concerned about labor shortages, monthly rationing, and social insurance shortages. In this investigation, secondary data was gathered. The study focuses on the influence of COVID-19 on important industries such as automotive, wellness, education, tourism, and so on, as well as the position of migrant workers. Secondary data was acquired for this inquiry. Blogs, magazines, newspapers, news from foreign agencies, written academic papers, government materials, and websites are examples of secondary sources. Educational institutions, customers, legislators, the government, and the community will all profit from this research.

Safe and Responsible Internet Use in a Connected World: Promoting Cyber-Wellness

Cyber-wellness concerns positive wellbeing in online spaces, including awareness of how to behave appropriately and protect oneself. We explain and illustrate the complex nature of cyber-wellness, focusing on four key aspects. Firstly, developing students’ information and media literacy skills is essential for promoting cyber-wellbeing. Such skills are also required for supporting democratic participation. Secondly, we identify and discuss the threats and challenges to young people’s cyber-wellbeing, arguing for the need to develop digital resilience. Thirdly, we discuss the role of policy at macro, meso and micro levels and how policy and educational practitioners can promote cyber-wellness awareness, knowledge and strategies. Finally we review the limited scholarship on cyber-wellness education and highlight the need to address this gap in the future. We conclude the article with consideration of the issues faced and opportunities for overcoming these. It is imperative that further work is undertaken on the conceptualisation of cyber-wellness and that concensus is developed. There are issues relating to the continual rapid developments of techologies and their uses; it is important to develop a shared understanding of the mutual relationship between technology and humans. Finally, there is a lack of guidance and good practice exemplars for cyber-wellness education.

A review of Internet-based approaches for health promotion programs related to the COVID-19 pandemic and wellness education

COVID-19 pandemic continues to have significant impacts in various sectors of society worldwide, including Indonesia. One major impact of COVID-19 occurs in the health information sector especially with social distancing regulations that inhibit people to access health care providers. This has led to several other problems such as behavior alteration involving unhealthy lifestyles and misleading information. Due to the limitations of social interaction, health care providers have proposed various methods to provide health promotions related to COVID-19 and wellness education that are accessible by the whole society with or without Internet access. This study aimed to review the current strategies of health information systems to increase knowledge about COVID-19 and overall wellness by the implementation of Internet-based programs. This review is based on a secondary study conducted with online search engines. Some previous studies showed that online training has improved knowledge significantly. Other research also described how the success of a community education program depends on adequate motivation and access to proper information. Three main factors that cause the failure of community education are lack of self-efficacy, lack of information, and distraction without proper supervision. Lack of information is due to the difficulty to gain Internet access in some areas and for some populations. In conclusion, Internet-based approaches can be implemented for health promotion programs related to COVID-19 and wellness due to the massive growth of Internet use in Indonesia.

Inclusion of Dancer Wellness Education Programs in U.S. Colleges and Universities: A 20-Year Update

During the 1990s dancer wellness education began to be codified and understood empirically in U.S. colleges and universities. Those efforts stemmed from a burgeoning knowledge base in dance medicine and science that continues to evolve. However, the current status of dancer wellness education remains largely undocumented. The purpose of this study was to explore the inclusion of dancer wellness education in U.S. colleges and universities. The results were derived from a cross-sectional study of 199 higher education dance administrators at 4-year institutions that were selected using stratified random sampling procedures with data collected through an online survey. Seventy-two participants (36.18%) completed at least part of the survey, and of those 62 (86.11%) completed the entire survey. The majority of dance programs were undergraduate-only (71%), not accredited by the National Association of Schools of Dance (67%), and emphasized dance performance and choreography (89%). Sixty percent offered a formal dancer wellness program, 70% had at least one dancer wellness specialist on faculty, and 20% offered training programs to become dancer wellness specialists. Fewer than half (42.19%) preferred their faculty to have college or university level study in dancer wellness, and only 17.19% required it. Of 11 possible curricular topics, the typical undergraduate program included 64.52% and the typical graduate program 51.87%. Regardless of program level, the top five topics were anatomy, kinesiology, somatics, dance conditioning, and dance injuries. The average school offered 58% of identified supplementary programs at "high levels." Only modest differences were found between programs based on degree level, accreditation status, or program affiliation. Although some positive trends in the evolution of dancer wellness education have occurred over the last two decades, there remains a need for ongoing advocacy and widespread implementation in U.S. colleges and universities.

Effect of Tai Chi Training on Plantar Loads during Walking in Individuals with Knee Osteoarthritis

Tai Chi is an available method for the treatment of knee osteoarthritis (KOA). The impacts of Tai Chi on plantar loads of individuals with KOA are not fully understood. 46 participants with knee osteoarthritis were randomly assigned into the Tai Chi group (n=23) or the control group (n=23). The Tai Chi group attended a 6-month Tai Chi program, and the control group participated in a wellness education program. Novel Pedar-X system was used to collect the peak pressure (PP) and maximum force (MF) during walking before and 6 months after the intervention. Significant higher peak pressure and maximum force were observed in the 4th and 5th metatarsophalangeal joints in the Tai Chi group. However, there were significant declines in the peak pressure of the whole foot and the 2nd and 3rd metatarsophalangeal joints and maximum force of the heel in the control group. These results suggested that individuals with KOA might change the pattern of plantar loads during walking through Tai Chi, and plantar loads would be useful as a parameter to assess the effect of Tai Chi on knee osteoarthritis. This trial is registered with Clinical Trials: CHiCTR-TRC-13003264.

Comparative Effectiveness of Behavioral Interventions to Prevent or Delay Dementia: One-Year Partner Outcomes

Background/Objective: Various behavioral interventions are recommended to combat the distress experienced by caregivers of those with cognitive decline, but their comparative effectiveness is poorly understood. Design/Setting: Caregivers in a comparative intervention study randomly had 1 of 5 possible interventions suppressed while receiving the other four. Caregivers in a full clinical program received all 5 intervention components. Care partner outcomes in the study group were compared to participants enrolled in a full clinical program. Participants: Two hundred and seventy-two dyads of persons with amnestic mild cognitive impairment (pwMCI) and care partners enrolled in the comparative intervention study. 265 dyads participated in the full clinical program. Intervention: Behavioral intervention components included: memory compensation training, computerized cognitive training, yoga, support group, and wellness education. Each was administered for 10 sessions over 2 weeks. Measurements: A longitudinal mixed-effect regression model was used to analyze the effects of the interventions on partner burden, quality of life (QoL), mood, anxiety, and self-efficacy at 12 months follow-up. Results: At 12 months, withholding wellness education or yoga had a significantly negative impact on partner anxiety compared to partners in the clinical program (ES=0.55 and 0.44, respectively). Although not statistically significant, withholding yoga had a negative impact on partner burden and mood compared to partners in the full clinical program (ES=0.32 and 0.36, respectively). Conclusion: Our results support the benefits of wellness education and yoga for improving partner’s burden, mood, and anxiety at one year. Our findings are the first to provide an exploration of the impact of multicomponent interventions in care partners of pwMCI.

Teaching the Whole Student: Integrating Wellness Education into the Academic Classroom

College students are increasingly reporting higher stress, which can negatively influence their personal and intellectual development. Greater academic challenges and new social experiences in college may be accompanied by stressors like mental health issues, family concerns, or financial pressures. To help students manage stress, institutions typically provide resources through health services, student life or student affairs, recreation departments, or other entities that operates primarily outside the academic program. Recently, some institutions have integrated wellness education into the academic curriculum, leveraging the power of the classroom to deliver important lessons about accessible, evidence-based wellness strategies. Here we investigate if a first-year interdisciplinary writing class designed to help students learn about physical and mental wellbeing actually improved students’ awareness of their wellbeing and their confidence as first year learners. We share details of the course design, evidence of student learning, and advice for incorporating wellness content throughout the curriculum.