Logos, or the appeal to logic, means to appeal to the audiences' sense of reason or logic. Using logos, the author makes clear, logical connections between ideas, and includes the use of facts and statistics. Dhawan uses logos throughout her article because she tends to use a lot of facts and numbers. For example in the article she states the pros and cons of online learning very well. For example, “Synchronous learning can provide a lot of opportunities for social interaction?(McBrien et al., 2009).” Dhawan makes it clear how synchronous learning still helps with social interactions. The benefit here with synchronous learning, is that you can pretty much take your classroom with you no matter where you are. With online learning you don't need a laptop and you can also do it off your phone. Simultaneously the author uses ethos in her article as well. For example, while she explains the benefits of online learning she also includes the technology advantage part; which is that we can  teach a large number of students at any time and in any part of the world.

The important subject to be concerned about here is one that really outlines the article. The major concern here is not about whether online teaching and learning methods can provide quality education, it is rather how academic institutions will be able to adopt online learning in such a massive manner (Carey, 2020). Dhawan summarizes the way they are judging schools on how they adapt to new technology. Dhawan states that “resistance to change will not help any educational unit across the world.” (Dhawan, 2020).Dhawan couldn't have said it any better. Resistance isn't going to help no one in this pandemic; there are so many technological tools out there that can extremely help us students in so many different ways that we didn't think could. The author does a fantastic job naming the tools we have to help with online teaching and learning. 

Onto the cons of online learning, Dhawan states that there was a study performed on students to see how they were affected by online learning. The result of the study being that students were not sufficiently prepared for balancing their work, family, and social lives with their study lives in an online learning environment. Students were found to be underprepared for a variety of e-learning and academic-type abilities. In addition, students have a low degree of preparation when it comes to using Learning Management Systems (Parkes et al., 2014).

In conclusion, Dhawan does a very good job stating the pros and cons of online learning and online teaching while keeping students safe from spreading or catching Covid-19. Dhawan also uses a large amount of logos and ethos to reach out to her audience. Online learning results in schools shutting down and lowering costs. Students are being negatively and positively affected by online learning because not all students learn the same, it is more affordable, and more flexible with students schedules. 

To begin with, while I was beginning to come up with my topic. Covid-19 particularly got my attention because health has always been interesting to me and especially metal health. So then I got to wondering how has covid-19 affected adolescents' social behavior?

While reading my first article “ The COVID-19 Pandemic and the Impact on Child Mental Health: A Socio-Ecological Perspective” I discovered something very interesting which was what the authors stated in the article. The authors stated “ children stand to be the most adversely affected and will bear the long-term public health and socioeconomic impacts of this pandemic”. In this article it talks about the facts on children's mental and physical health. The authors talk about how Bronfenbrenner's theory explores child development at 4 different levels. They used Bronfenbrenner’s theory as a framework on the case studies they did and as a result on how the pandemic has affected adolescents is that it put a stop to their growth. For example in one of the case studies it talks about a child named Alex, he had a set support system but once covid hit it changed everything for alex. The result of that is that Alex started to be more aggressive and rebel more because he had no longer a support system. In the article “ Voices of the students: Adolescent well-being and social interactions during the emergent shift to online learning environments” the author states “ Government mandates are important for maintaining physical health, but they have also disrupted a sense of normalcy, and have led to feelings of isolation, fear, and anxiety for individuals of all ages”. Throughout this article it talks about how adolescents across the country saw a dramatic increase in both personal screen time and social isolation. It is an important factor of growth that kids socialize because it makes them who they are but with this whole pandemic going on it makes socialization very difficult for adolescents. These two articles support each other because they talk about how covid-19 has disrupted a sense of normalcy in social settings. 

Mental and physical health go hand in hand, if you lack one it throws off everything. Mental health works in a funny way, sometimes it comes as a roller coaster or in waves. The effect that covid-19 did to adolescents' behavior is something like that. In the article “COVID-19 and Student Well-Being: Stress and Mental Health during Return-to-School '' it states “ As damaging as the health effects of a global pandemic are, much as been speculated about the “second wave” of mental health crises, particularly for school aged children and adolescents”. In another article it talks about how there is expanding proof to propose the significance of family, companions, and educators for conveying respectable wellbeing data to this age group. The greater part of understudies accepted their report from additional than one source, including web-based media as a typical stage for updates and data sharing. “ This raises concern that the lack of vulnerability may decrease likelihood of participating in measures to reduce viral spread to protect themselves and others. In addition to the risk of covid-19 infection, adolescents are developing poor health behaviors, such as reduced physical activity, less healthy diets, and increased screen time, which may be harmful for their long-term health. This increase in sedentary behavior has implications for poor health outcomes and obesity risk”.  

Lastly in the article “Risk and Protective Factors for Prospective Changes in Adolescent Mental Health during the COVID-19 Pandemic” it talks about how the limitations set up to contain the COVID-19 infection have prompted far reaching social disconnection, affecting emotional wellness around the world. It states “ These restrictions may be particularly difficult for adolescents who rely heavily on their peer connections for emotional support” but on the other hand in “ After the COVID-19 crisis: Why higher education may (and perhaps should) never be the same” it disagrees with one another. In this article it talks about how online learning is better and more efficient. For example they talk about how it would be cheaper to do online learning and how an online learning environment is better for socializing.  

In conclusion everything that has been stated explains that online learning results in schools shutting down and costs. Students are being negatively and positively affected by online learning because not all students learn the same, it is more affordable, and more flexible with students' schedules. It also talks about how online learning affects social behavior in many different ways. 

Literature-  Campbell, K., Weingart, R., Ashta, J., Cronin, T. and Gazmararian, J., 2022. COVID-19 Knowledge and Behavior Change among High School Students in Semi-Rural Georgia. [online] Available at: <https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/josh.13029> [Accessed 17 February 2022].

Cockerham, D., Lin, L., Ndolo, S. and Schwartz, M., 2022. Voices of the students: Adolescent well-being and social interactions during the emergent shift to online learning environments. [online] Link.springer.com. Available at: <https://link.springer.com/content/pdf/10.1007/s10639-021-10601-4.pdf> [Accessed 17 February 2022].

Cope, B. and Kalantzis, M., 2022. COVID-19: Why higher ed may never be the same |. [online] University Business Magazine. Available at: <https://universitybusiness.com/covid-19-why-higher-ed-may-never-be-the-same/> [Accessed 17 February 2022].

Henderson, M., Schmus, C., McDonald, C. and Irving, S., 2022. The COVID-19 Pandemic and the Impact on Child Mental Health: A Socio-Ecological Perspective. [online] Ezproxy.library.ewu.edu. Available at: <https://ezproxy.library.ewu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=147618053&site=ehost-live&scope=site> [Accessed 17 February 2022].

Magson, N., Freeman, J., Rapee, R., Richardson, C., Oar, E. and Fardouly, J., 2022. EWU Ezproxy. [online] Ezproxy.library.ewu.edu. Available at: <https://ezproxy.library.ewu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=148190167&site=ehost-live&scope=site> [Accessed 17 February 2022].

Schwartz, K., Exner-Cortens, D., McMorris, C., Makarenko, E., Arnold, P., Bavel, M., Williams, S. and Canfield, R., 2022. COVID-19 and Student Well-Being: Stress and Mental Health during Return-to-School. [online] Sage pub. Available at: <https://journals.sagepub.com/doi/pdf/10.1177/08295735211001653> [Accessed 17 February 2022].