PMC:7162776 / 5964-7276 JSONTXT

{"project":"LitCovid-PMC-OGER-BB","denotations":[{"id":"T88552","span":{"begin":661,"end":669},"obj":"GO:0007612"}],"text":"Notwithstanding that some universities have responded to the public health emergency, universities should continue to develop courses of action and public health messaging to better address collegiate mental health issues caused by the disruptions of education and career trajectory. First, in addition to remote education, student advising should continue and transition to telecommunication (e.g., phone call, online meeting) in order to provide academic support for students. Faculty and staff should consider offering virtual office hours to students, and they need to work together to maintain the connection and help students process and address academic concerns caused by the disruption of the semester. Second, for students whose internships or research projects were affected by the pandemic, internship site supervisors and research advisors should actively engage in helping students seek alternative plans, enabling them to work from home to maximize internship and research experiences. Third, universities should work on innovative methods to support students to move research projects and capstones forward so that students can fulfil graduation requirements; meanwhile, university career centers should switch to virtue services, continuing to facilitate career development for college students."}

{"project":"LitCovid-PD-FMA-UBERON","denotations":[{"id":"T15","span":{"begin":201,"end":207},"obj":"Body_part"}],"attributes":[{"id":"A15","pred":"fma_id","subj":"T15","obj":"http://purl.org/sig/ont/fma/fma264279"}],"text":"Notwithstanding that some universities have responded to the public health emergency, universities should continue to develop courses of action and public health messaging to better address collegiate mental health issues caused by the disruptions of education and career trajectory. First, in addition to remote education, student advising should continue and transition to telecommunication (e.g., phone call, online meeting) in order to provide academic support for students. Faculty and staff should consider offering virtual office hours to students, and they need to work together to maintain the connection and help students process and address academic concerns caused by the disruption of the semester. Second, for students whose internships or research projects were affected by the pandemic, internship site supervisors and research advisors should actively engage in helping students seek alternative plans, enabling them to work from home to maximize internship and research experiences. Third, universities should work on innovative methods to support students to move research projects and capstones forward so that students can fulfil graduation requirements; meanwhile, university career centers should switch to virtue services, continuing to facilitate career development for college students."}

{"project":"LitCovid-PD-CLO","denotations":[{"id":"T11","span":{"begin":860,"end":868},"obj":"http://purl.obolibrary.org/obo/CLO_0001658"}],"text":"Notwithstanding that some universities have responded to the public health emergency, universities should continue to develop courses of action and public health messaging to better address collegiate mental health issues caused by the disruptions of education and career trajectory. First, in addition to remote education, student advising should continue and transition to telecommunication (e.g., phone call, online meeting) in order to provide academic support for students. Faculty and staff should consider offering virtual office hours to students, and they need to work together to maintain the connection and help students process and address academic concerns caused by the disruption of the semester. Second, for students whose internships or research projects were affected by the pandemic, internship site supervisors and research advisors should actively engage in helping students seek alternative plans, enabling them to work from home to maximize internship and research experiences. Third, universities should work on innovative methods to support students to move research projects and capstones forward so that students can fulfil graduation requirements; meanwhile, university career centers should switch to virtue services, continuing to facilitate career development for college students."}

{"project":"LitCovid-sentences","denotations":[{"id":"T43","span":{"begin":0,"end":283},"obj":"Sentence"},{"id":"T44","span":{"begin":284,"end":478},"obj":"Sentence"},{"id":"T45","span":{"begin":479,"end":711},"obj":"Sentence"},{"id":"T46","span":{"begin":712,"end":1000},"obj":"Sentence"},{"id":"T47","span":{"begin":1001,"end":1312},"obj":"Sentence"}],"namespaces":[{"prefix":"_base","uri":"http://pubannotation.org/ontology/tao.owl#"}],"text":"Notwithstanding that some universities have responded to the public health emergency, universities should continue to develop courses of action and public health messaging to better address collegiate mental health issues caused by the disruptions of education and career trajectory. First, in addition to remote education, student advising should continue and transition to telecommunication (e.g., phone call, online meeting) in order to provide academic support for students. Faculty and staff should consider offering virtual office hours to students, and they need to work together to maintain the connection and help students process and address academic concerns caused by the disruption of the semester. Second, for students whose internships or research projects were affected by the pandemic, internship site supervisors and research advisors should actively engage in helping students seek alternative plans, enabling them to work from home to maximize internship and research experiences. Third, universities should work on innovative methods to support students to move research projects and capstones forward so that students can fulfil graduation requirements; meanwhile, university career centers should switch to virtue services, continuing to facilitate career development for college students."}

{"project":"LitCovid-PubTator","denotations":[{"id":"59","span":{"begin":1105,"end":1114},"obj":"Chemical"}],"namespaces":[{"prefix":"Tax","uri":"https://www.ncbi.nlm.nih.gov/taxonomy/"},{"prefix":"MESH","uri":"https://id.nlm.nih.gov/mesh/"},{"prefix":"Gene","uri":"https://www.ncbi.nlm.nih.gov/gene/"},{"prefix":"CVCL","uri":"https://web.expasy.org/cellosaurus/CVCL_"}],"text":"Notwithstanding that some universities have responded to the public health emergency, universities should continue to develop courses of action and public health messaging to better address collegiate mental health issues caused by the disruptions of education and career trajectory. First, in addition to remote education, student advising should continue and transition to telecommunication (e.g., phone call, online meeting) in order to provide academic support for students. Faculty and staff should consider offering virtual office hours to students, and they need to work together to maintain the connection and help students process and address academic concerns caused by the disruption of the semester. Second, for students whose internships or research projects were affected by the pandemic, internship site supervisors and research advisors should actively engage in helping students seek alternative plans, enabling them to work from home to maximize internship and research experiences. Third, universities should work on innovative methods to support students to move research projects and capstones forward so that students can fulfil graduation requirements; meanwhile, university career centers should switch to virtue services, continuing to facilitate career development for college students."}