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COVID-19 Thesis Impact Statement

The impact of the COVID-19 pandemic on all aspects of our lives is well known.

Victoria experienced six lockdowns between March 2020 and October 2021 that collectively totalled 262 days. Deakin University sought to mitigate this impact on the research by higher degree by research students in various ways, including providing priority access to laboratories and support to pivot research projects. Not all impact on research could be mitigated with direct and indirect effects of limited domestic and international travel, closed university campuses and restricted in-person access to human research participants.

Within this context, you have the option of describing the impact of COVID-19 on your research and how you modified your topic, methods and data collection due to COVID-19 restrictions. The COVID-19 Thesis Impact Statement aims to provide the examiners with a clearer understanding of how the research was affected and shaped due to COVID-19 disruptions.

A COVID-19 Thesis Impact Statement is not required and you may submit your thesis for examination without reference to the COVID-19 pandemic. Should you wish to submit your thesis with a COVID-19 Thesis Impact Statement, do so only under the advice of your supervisory panel.

Please note that you may opt to include a COVID-19 Thesis Impact Statement for examination and remove it from your library copy but you cannot do the reverse. A COVID-19 Thesis Impact Statement cannot be included in your library copy if it wasn’t included in the examination copy.

Content of a COVID-19 Thesis Impact Statement

Following is some examples and advice of what and what not to include in your COVID-19 Thesis Impact Statement.

How your planned research activities such as topic, research question, methods and data collection and/or the scope of your research were disrupted or changed due the pandemic. For instance: inability to conduct fieldwork or face-to-face research; access to facilities such as labs, archives or other working spaces; inability to collect or analyse data due to travel restrictions.
How the research was shaped by the disruption: the actions or decisions taken to mitigate the disruption; new focus; revised research questions or development; pivoting or adjusting the research project.
Any other relevant factors relating to the impact of the COVID-19 disruption on your research.
Ensure that you do not infer that your thesis is of a lower standard due to the effects of the COVID-19 pandemic.
Your COVID-19 Thesis Impact Statement should not address any effect on your personal circumstances.

Format of a COVID-19 Thesis Impact Statement

You may choose to include the statement as an upfront additional page in your thesis and/or address the impact within the content of the thesis.

If placed as a separate page at the beginning of your thesis, it should be no more than 600 words.

We encourage you to discuss with your supervisor the format of a COVID-19 Thesis Impact Statement that best fits your thesis and impact on your research.

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Persuasive Essay Guide

Persuasive Essay About Covid19

How to Write a Persuasive Essay About Covid19 | Examples & Tips

14 min read

Steps to Write a Persuasive Essay About Covid-19

Here are the steps to help you write a persuasive essay on this topic, along with an example essay:

Step 1: Choose a Specific Thesis Statement

Your thesis statement should clearly state your position on a specific aspect of COVID-19. It should be debatable and clear. For example:

"COVID-19 vaccination mandates are necessary for public health and safety."

Step 2: Research and Gather Information

Collect reliable and up-to-date information from reputable sources to support your thesis statement. This may include statistics, expert opinions, and scientific studies. For instance:

COVID-19 vaccination effectiveness data
Information on vaccine mandates in different countries
Expert statements from health organizations like the WHO or CDC

Step 3: Outline Your Essay

Create a clear and organized outline to structure your essay. A persuasive essay typically follows this structure:

Introduction
Background Information
Body Paragraphs (with supporting evidence)
Counterarguments (addressing opposing views)

Step 4: Write the Introduction

In the introduction, grab your reader's attention and present your thesis statement. For example:

The COVID-19 pandemic has presented an unprecedented global challenge, and in the face of this crisis, many countries have debated the implementation of vaccination mandates. This essay argues that such mandates are essential for safeguarding public health and preventing further devastation caused by the virus.

Step 5: Provide Background Information

Offer context and background information to help your readers understand the issue better. For instance:

COVID-19, caused by the novel coronavirus SARS-CoV-2, emerged in late 2019 and quickly spread worldwide, leading to millions of infections and deaths. Vaccination has proven to be an effective tool in curbing the virus's spread and severity.

Step 6: Develop Body Paragraphs

Each body paragraph should present a single point or piece of evidence that supports your thesis statement. Use clear topic sentences , evidence, and analysis. Here's an example:

One compelling reason for implementing COVID-19 vaccination mandates is the overwhelming evidence of vaccine effectiveness. According to a study published in the New England Journal of Medicine, the Pfizer-BioNTech and Moderna vaccines demonstrated an efficacy of over 90% in preventing symptomatic COVID-19 cases. This level of protection not only reduces the risk of infection but also minimizes the virus's impact on healthcare systems.

Step 7: Address Counterarguments

Acknowledge opposing viewpoints and refute them with strong counterarguments. This demonstrates that you've considered different perspectives. For example:

Some argue that vaccination mandates infringe on personal freedoms and autonomy. While individual freedom is a crucial aspect of democratic societies, public health measures have long been implemented to protect the collective well-being. Seatbelt laws, for example, are in place to save lives, even though they restrict personal choice.

Step 8: Write the Conclusion

Summarize your main points and restate your thesis statement in the conclusion. End with a strong call to action or thought-provoking statement. For instance:

In conclusion, COVID-19 vaccination mandates are a crucial step toward controlling the pandemic, protecting public health, and preventing further loss of life. The evidence overwhelmingly supports their effectiveness, and while concerns about personal freedoms are valid, they must be weighed against the greater good of society. It is our responsibility to take collective action to combat this global crisis and move toward a safer, healthier future.

Step 9: Revise and Proofread

Edit your essay for clarity, coherence, grammar, and spelling errors. Ensure that your argument flows logically.

Step 10: Cite Your Sources

Include proper citations and a bibliography page to give credit to your sources.

Remember to adjust your approach and arguments based on your target audience and the specific angle you want to take in your persuasive essay about COVID-19.

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Examples of Persuasive Essay About COVID-19

When writing a persuasive essay about the COVID-19 pandemic, it’s important to consider how you want to present your argument. To help you get started, here are some example essays for you to read:

Here is another example explaining How COVID-19 has changed our lives essay:

The COVID-19 pandemic, which began in late 2019, has drastically altered the way we live. From work and education to social interactions and healthcare, every aspect of our daily routines has been impacted. Reflecting on these changes helps us understand their long-term implications.

COVID-19, caused by the novel coronavirus SARS-CoV-2, is an infectious disease first identified in December 2019 in Wuhan, China. It spreads through respiratory droplets and can range from mild symptoms like fever and cough to severe cases causing pneumonia and death. The rapid spread and severe health impacts have led to significant public health measures worldwide.

The pandemic shifted many to remote work and online education. While some enjoy the flexibility, others face challenges like limited access to technology and blurred boundaries between work and home.

Social distancing and lockdowns have led to increased isolation and mental health issues. However, the pandemic has also fostered community resilience, with people finding new ways to connect and support each other virtually.

Healthcare systems have faced significant challenges, leading to innovations in telemedicine and a focus on public health infrastructure. Heightened awareness of hygiene practices, like handwashing and mask-wearing, has helped reduce the spread of infectious diseases.

COVID-19 has caused severe economic repercussions, including business closures and job losses. While governments have implemented relief measures, the long-term effects are still uncertain. The pandemic has also accelerated trends like e-commerce and contactless payments.

The reduction in travel and industrial activities during lockdowns led to a temporary decrease in pollution and greenhouse gas emissions. This has sparked discussions about sustainable practices and the potential for a green recovery.

COVID-19 has reshaped our lives in numerous ways, affecting work, education, social interactions, healthcare, the economy, and the environment. As we adapt to this new normal, it is crucial to learn from these experiences and work towards a more resilient and equitable future.

Let’s look at another sample essay:

The COVID-19 pandemic has been a transformative event, reshaping every aspect of our lives. In my opinion, while the pandemic has brought immense challenges, it has also offered valuable lessons and opportunities for growth.

One of the most striking impacts has been on our healthcare systems. The pandemic exposed weaknesses and gaps, prompting a much-needed emphasis on public health infrastructure and the importance of preparedness. Innovations in telemedicine and vaccine development have been accelerated, showing the incredible potential of scientific collaboration.

Socially, the pandemic has highlighted the importance of community and human connection. While lockdowns and social distancing measures increased feelings of isolation, they also fostered a sense of solidarity. People found creative ways to stay connected and support each other, from virtual gatherings to community aid initiatives.

The shift to remote work and online education has been another significant change. This transition, though challenging, demonstrated the flexibility and adaptability of both individuals and organizations. It also underscored the importance of digital literacy and access to technology.

Economically, the pandemic has caused widespread disruption. Many businesses closed, and millions lost their jobs. However, it also prompted a reevaluation of business models and work practices. The accelerated adoption of e-commerce and remote work could lead to more sustainable and efficient ways of operating in the future.

In conclusion, the COVID-19 pandemic has been a profound and complex event. While it brought about considerable hardship, it also revealed the strength and resilience of individuals and communities. Moving forward, it is crucial to build on the lessons learned to create a more resilient and equitable world.

Check out some more PDF examples below:

Persuasive Essay About Covid-19 Pandemic

Sample Of Persuasive Essay About Covid-19

Persuasive Essay About Covid-19 In The Philippines - Example

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Examples of Persuasive Essay About COVID-19 Vaccine

Covid19 vaccines are one of the ways to prevent the spread of COVID-19, but they have been a source of controversy. Different sides argue about the benefits or dangers of the new vaccines. Whatever your point of view is, writing a persuasive essay about it is a good way of organizing your thoughts and persuading others.

A persuasive essay about the COVID-19 vaccine could consider the benefits of getting vaccinated as well as the potential side effects.

Below are some examples of persuasive essays on getting vaccinated for Covid-19.

Covid19 Vaccine Persuasive Essay

Persuasive Essay on Covid Vaccines

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Examples of Persuasive Essay About COVID-19 Integration

Covid19 has drastically changed the way people interact in schools, markets, and workplaces. In short, it has affected all aspects of life. However, people have started to learn to live with Covid19.

Writing a persuasive essay about it shouldn't be stressful. Read the sample essay below to get an idea for your own essay about Covid19 integration.

Persuasive Essay About Working From Home During Covid19

Searching for the topic of Online Education? Our persuasive essay about online education is a must-read.

Examples of Argumentative Essay About Covid 19

Covid-19 has been an ever-evolving issue, with new developments and discoveries being made on a daily basis.

Writing an argumentative essay about such an issue is both interesting and challenging. It allows you to evaluate different aspects of the pandemic, as well as consider potential solutions.

Here are some examples of argumentative essays on Covid19.

Argumentative Essay About Covid19 Sample

Argumentative Essay About Covid19 With Introduction Body and Conclusion

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Examples of Persuasive Speeches About Covid-19

Do you need to prepare a speech about Covid19 and need examples? We have them for you!

Persuasive speeches about Covid-19 can provide the audience with valuable insights on how to best handle the pandemic. They can be used to advocate for specific changes in policies or simply raise awareness about the virus.

Check out some examples of persuasive speeches on Covid-19:

Persuasive Speech About Covid-19 Example

Persuasive Speech About Vaccine For Covid-19

You can also read persuasive essay examples on other topics to master your persuasive techniques!

Tips to Write a Persuasive Essay About Covid-19

Writing a persuasive essay about COVID-19 requires a thoughtful approach to present your arguments effectively.

Here are some tips to help you craft a compelling persuasive essay on this topic:

Choose a Specific Angle: Narrow your focus to a specific aspect of COVID-19, like vaccination or public health measures.
Provide Credible Sources: Support your arguments with reliable sources like scientific studies and government reports.
Use Persuasive Language: Employ ethos, pathos, and logos , and use vivid examples to make your points relatable.
Organize Your Essay: Create a solid persuasive essay outline and ensure a logical flow, with each paragraph focusing on a single point.
Emphasize Benefits: Highlight how your suggestions can improve public health, safety, or well-being.
Use Visuals: Incorporate graphs, charts, and statistics to reinforce your arguments.
Call to Action: End your essay conclusion with a strong call to action, encouraging readers to take a specific step.
Revise and Edit: Proofread for grammar, spelling, and clarity, ensuring smooth writing flow.
Seek Feedback: Have someone else review your essay for valuable insights and improvements.

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Common Topics for a Persuasive Essay on COVID-19

Here are some persuasive essay topics on COVID-19:

The Importance of Vaccination Mandates for COVID-19 Control
Balancing Public Health and Personal Freedom During a Pandemic
The Economic Impact of Lockdowns vs. Public Health Benefits
The Role of Misinformation in Fueling Vaccine Hesitancy
Remote Learning vs. In-Person Education: What's Best for Students?
The Ethics of Vaccine Distribution: Prioritizing Vulnerable Populations
The Mental Health Crisis Amidst the COVID-19 Pandemic
The Long-Term Effects of COVID-19 on Healthcare Systems
Global Cooperation vs. Vaccine Nationalism in Fighting the Pandemic
The Future of Telemedicine: Expanding Healthcare Access Post-COVID-19

In search of more inspiring topics for your next persuasive essay? Our persuasive essay topics blog has plenty of ideas!

To sum it up,

You have read good sample essays and got some helpful tips. You now have the tools you needed to write a persuasive essay about Covid-19. So don't let the doubts stop you, start writing!

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Frequently Asked Questions

What is a good title for a covid-19 essay.

A good title for a COVID-19 essay should be clear, engaging, and reflective of the essay's content. Examples include:

"The Impact of COVID-19 on Global Health"
"How COVID-19 Has Transformed Our Daily Lives"
"COVID-19: Lessons Learned and Future Implications"

How do I write an informative essay about COVID-19?

To write an informative essay about COVID-19, follow these steps:

Choose a specific focus: Select a particular aspect of COVID-19, such as its transmission, symptoms, or vaccines.
Research thoroughly: Gather information from credible sources like scientific journals and official health organizations.
Organize your content: Structure your essay with an introduction, body paragraphs, and a conclusion.
Present facts clearly: Use clear, concise language to convey information accurately.
Include visuals: Use charts or graphs to illustrate data and make your essay more engaging.

How do I write an expository essay about COVID-19?

To write an expository essay about COVID-19, follow these steps:

Select a clear topic: Focus on a specific question or issue related to COVID-19.
Conduct thorough research: Use reliable sources to gather information.
Create an outline: Organize your essay with an introduction, body paragraphs, and a conclusion.
Explain the topic: Use facts and examples to explain the chosen aspect of COVID-19 in detail.
Maintain objectivity: Present information in a neutral and unbiased manner.
Edit and revise: Proofread your essay for clarity, coherence, and accuracy.

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Thesis Submission Guidance: COVID-19 Impact Statement

In response to the impact of the global pandemic, we’re giving you the option to include a statement at the start of your thesis which outlines the effects that COVID-19 may have had on the research that you have undertaken towards your doctoral degree.

The inclusion of a statement is to facilitate the reader’s awareness, both now and in the future, that the pandemic may have had an effect on the scope, direction and presentation of the research.

The academic standards and quality threshold for the award remains unchanged. Where statements are included, you should be reassured that this is not evidencing a lack of original research or intellectual rigour.

If you decide to include one such statement, it should appear on the first page of the thesis, after the cover page, and be titled ‘Impact of COVID-19’. The statement should not exceed 1000 words and will not count towards the total thesis word count.

Examples of potential areas for consideration and comment when developing your impact statement are below. However, you should discuss the content of the statement with your supervisor before submission:

Details on how disruption caused by COVID-19 has impacted the research (for example, an inability to conduct face to face research, an inability to collect/analyse data as a result of travel constraints, or restricted access to labs or other working spaces).
A description of how the planned work would have fitted within the thesis narrative (e.g., through method development, expansion of analytical skills or advancement of hypotheses).
A summary of any decisions / actions taken to mitigate for any work or data collection/analyses that were prevented by COVID-19.
Highlighting new research questions and developments, emphasising the work that has been undertaken in pivoting or adjusting the project.

You are reminded of the public nature of the published thesis and the longevity of any such included statements about the impact of the pandemic. You are advised to take a cautious approach as to the insertion of any personal information in these statements.

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Writing about COVID-19 in a college admission essay

by: Venkates Swaminathan | Updated: September 14, 2020

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Writing about COVID-19 in your college admission essay

For students applying to college using the CommonApp, there are several different places where students and counselors can address the pandemic’s impact. The different sections have differing goals. You must understand how to use each section for its appropriate use.

The CommonApp COVID-19 question

First, the CommonApp this year has an additional question specifically about COVID-19 :

Community disruptions such as COVID-19 and natural disasters can have deep and long-lasting impacts. If you need it, this space is yours to describe those impacts. Colleges care about the effects on your health and well-being, safety, family circumstances, future plans, and education, including access to reliable technology and quiet study spaces. Please use this space to describe how these events have impacted you.

This question seeks to understand the adversity that students may have had to face due to the pandemic, the move to online education, or the shelter-in-place rules. You don’t have to answer this question if the impact on you wasn’t particularly severe. Some examples of things students should discuss include:

The student or a family member had COVID-19 or suffered other illnesses due to confinement during the pandemic.
The candidate had to deal with personal or family issues, such as abusive living situations or other safety concerns
The student suffered from a lack of internet access and other online learning challenges.
Students who dealt with problems registering for or taking standardized tests and AP exams.

Jeff Schiffman of the Tulane University admissions office has a blog about this section. He recommends students ask themselves several questions as they go about answering this section:

Are my experiences different from others’?
Are there noticeable changes on my transcript?
Am I aware of my privilege?
Am I specific? Am I explaining rather than complaining?
Is this information being included elsewhere on my application?

If you do answer this section, be brief and to-the-point.

Counselor recommendations and school profiles

Second, counselors will, in their counselor forms and school profiles on the CommonApp, address how the school handled the pandemic and how it might have affected students, specifically as it relates to:

Grading scales and policies
Graduation requirements
Instructional methods
Schedules and course offerings
Testing requirements
Your academic calendar
Other extenuating circumstances

Students don’t have to mention these matters in their application unless something unusual happened.

Writing about COVID-19 in your main essay

Write about your experiences during the pandemic in your main college essay if your experience is personal, relevant, and the most important thing to discuss in your college admission essay. That you had to stay home and study online isn’t sufficient, as millions of other students faced the same situation. But sometimes, it can be appropriate and helpful to write about something related to the pandemic in your essay. For example:

One student developed a website for a local comic book store. The store might not have survived without the ability for people to order comic books online. The student had a long-standing relationship with the store, and it was an institution that created a community for students who otherwise felt left out.
One student started a YouTube channel to help other students with academic subjects he was very familiar with and began tutoring others.
Some students used their extra time that was the result of the stay-at-home orders to take online courses pursuing topics they are genuinely interested in or developing new interests, like a foreign language or music.

Experiences like this can be good topics for the CommonApp essay as long as they reflect something genuinely important about the student. For many students whose lives have been shaped by this pandemic, it can be a critical part of their college application.

Want more? Read 6 ways to improve a college essay , What the &%$! should I write about in my college essay , and Just how important is a college admissions essay? .

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The complexity of managing COVID-19: How important is good governance?

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Alaka m. basu , amb alaka m. basu professor, department of global development - cornell university, senior fellow - united nations foundation kaushik basu , and kaushik basu nonresident senior fellow - global economy and development jose maria u. tapia jmut jose maria u. tapia student - cornell university.

November 17, 2020

13 min read

This essay is part of “ Reimagining the global economy: Building back better in a post-COVID-19 world ,” a collection of 12 essays presenting new ideas to guide policies and shape debates in a post-COVID-19 world.

The COVID-19 pandemic has exposed the inadequacy of public health systems worldwide, casting a shadow that we could not have imagined even a year ago. As the fog of confusion lifts and we begin to understand the rudiments of how the virus behaves, the end of the pandemic is nowhere in sight. The number of cases and the deaths continue to rise. The latter breached the 1 million mark a few weeks ago and it looks likely now that, in terms of severity, this pandemic will surpass the Asian Flu of 1957-58 and the Hong Kong Flu of 1968-69.

Moreover, a parallel problem may well exceed the direct death toll from the virus. We are referring to the growing economic crises globally, and the prospect that these may hit emerging economies especially hard.

The economic fall-out is not entirely the direct outcome of the COVID-19 pandemic but a result of how we have responded to it—what measures governments took and how ordinary people, workers, and firms reacted to the crisis. The government activism to contain the virus that we saw this time exceeds that in previous such crises, which may have dampened the spread of the COVID-19 but has extracted a toll from the economy.

This essay takes stock of the policies adopted by governments in emerging economies, and what effect these governance strategies may have had, and then speculates about what the future is likely to look like and what we may do here on.

Nations that build walls to keep out goods, people and talent will get out-competed by other nations in the product market.

It is becoming clear that the scramble among several emerging economies to imitate and outdo European and North American countries was a mistake. We get a glimpse of this by considering two nations continents apart, the economies of which have been among the hardest hit in the world, namely, Peru and India. During the second quarter of 2020, Peru saw an annual growth of -30.2 percent and India -23.9 percent. From the global Q2 data that have emerged thus far, Peru and India are among the four slowest growing economies in the world. Along with U.K and Tunisia these are the only nations that lost more than 20 percent of their GDP. 1

COVID-19-related mortality statistics, and, in particular, the Crude Mortality Rate (CMR), however imperfect, are the most telling indicator of the comparative scale of the pandemic in different countries. At first glance, from the end of October 2020, Peru, with 1039 COVID-19 deaths per million population looks bad by any standard and much worse than India with 88. Peru’s CMR is currently among the highest reported globally.

However, both Peru and India need to be placed in regional perspective. For reasons that are likely to do with the history of past diseases, there are striking regional differences in the lethality of the virus (Figure 11.1). South America is worse hit than any other world region, and Asia and Africa seem to have got it relatively lightly, in contrast to Europe and America. The stark regional difference cries out for more epidemiological analysis. But even as we await that, these are differences that cannot be ignored.

To understand the effect of policy interventions, it is therefore important to look at how these countries fare within their own regions, which have had similar histories of illnesses and viruses (Figure 11.2). Both Peru and India do much worse than the neighbors with whom they largely share their social, economic, ecological and demographic features. Peru’s COVID-19 mortality rate per million population, or CMR, of 1039 is ahead of the second highest, Brazil at 749, and almost twice that of Argentina at 679.

Similarly, India at 88 compares well with Europe and the U.S., as does virtually all of Asia and Africa, but is doing much worse than its neighbors, with the second worst country in the region, Afghanistan, experiencing less than half the death rate of India.

The official Indian statement that up to 78,000 deaths 2 were averted by the lockdown has been criticized 3 for its assumptions. A more reasonable exercise is to estimate the excess deaths experienced by a country that breaks away from the pattern of its regional neighbors. So, for example, if India had experienced Afghanistan’s COVID-19 mortality rate, it would by now have had 54,112 deaths. And if it had the rate reported by Bangladesh, it would have had 49,950 deaths from COVID-19 today. In other words, more than half its current toll of some 122,099 COVID-19 deaths would have been avoided if it had experienced the same virus hit as its neighbors.

What might explain this outlier experience of COVID-19 CMRs and economic downslide in India and Peru? If the regional background conditions are broadly similar, one is left to ask if it is in fact the policy response that differed markedly and might account for these relatively poor outcomes.

Peru and India have performed poorly in terms of GDP growth rate in Q2 2020 among the countries displayed in Table 2, and given that both these countries are often treated as case studies of strong governance, this draws attention to the fact that there may be a dissonance between strong governance and good governance.

The turnaround for India has been especially surprising, given that until a few years ago it was among the three fastest growing economies in the world. The slowdown began in 2016, though the sharp downturn, sharper than virtually all other countries, occurred after the lockdown.

On the COVID-19 policy front, both India and Peru have become known for what the Oxford University’s COVID Policy Tracker 4 calls the “stringency” of the government’s response to the epidemic. At 8 pm on March 24, 2020, the Indian government announced, with four hours’ notice, a complete nationwide shutdown. Virtually all movement outside the perimeter of one’s home was officially sought to be brought to a standstill. Naturally, as described in several papers, such as that of Ray and Subramanian, 5 this meant that most economic life also came to a sudden standstill, which in turn meant that hundreds of millions of workers in the informal, as well as more marginally formal sectors, lost their livelihoods.

In addition, tens of millions of these workers, being migrant workers in places far-flung from their original homes, also lost their temporary homes and their savings with these lost livelihoods, so that the only safe space that beckoned them was their place of origin in small towns and villages often hundreds of miles away from their places of work.

After a few weeks of precarious living in their migrant destinations, they set off, on foot since trains and buses had been stopped, for these towns and villages, creating a “lockdown and scatter” that spread the virus from the city to the town and the town to the village. Indeed, “lockdown” is a bit of a misnomer for what happened in India, since over 20 million people did exactly the opposite of what one does in a lockdown. Thus India had a strange combination of lockdown some and scatter the rest, like in no other country. They spilled out and scattered in ways they would otherwise not do. It is not surprising that the infection, which was marginally present in rural areas (23 percent in April), now makes up some 54 percent of all cases in India. 6

In Peru too, the lockdown was sudden, nationwide, long drawn out and stringent. 7 Jobs were lost, financial aid was difficult to disburse, migrant workers were forced to return home, and the virus has now spread to all parts of the country with death rates from it surpassing almost every other part of the world.

As an aside, to think about ways of implementing lockdowns that are less stringent and geographically as well as functionally less total, an example from yet another continent is instructive. Ethiopia, with a COVID-19 death rate of 13 per million population seems to have bettered the already relatively low African rate of 31 in Table 1. 8

We hope that human beings will emerge from this crisis more aware of the problems of sustainability.

The way forward

We next move from the immediate crisis to the medium term. Where is the world headed and how should we deal with the new world? Arguably, that two sectors that will emerge larger and stronger in the post-pandemic world are: digital technology and outsourcing, and healthcare and pharmaceuticals.

The last 9 months of the pandemic have been a huge training ground for people in the use of digital technology—Zoom, WebEx, digital finance, and many others. This learning-by-doing exercise is likely to give a big boost to outsourcing, which has the potential to help countries like India, the Philippines, and South Africa.

Globalization may see a short-run retreat but, we believe, it will come back with a vengeance. Nations that build walls to keep out goods, people and talent will get out-competed by other nations in the product market. This realization will make most countries reverse their knee-jerk anti-globalization; and the ones that do not will cease to be important global players. Either way, globalization will be back on track and with a much greater amount of outsourcing.

To return, more critically this time, to our earlier aside on Ethiopia, its historical and contemporary record on tampering with internet connectivity 9 in an attempt to muzzle inter-ethnic tensions and political dissent will not serve it well in such a post-pandemic scenario. This is a useful reminder for all emerging market economies.

We hope that human beings will emerge from this crisis more aware of the problems of sustainability. This could divert some demand from luxury goods to better health, and what is best described as “creative consumption”: art, music, and culture. 10 The former will mean much larger healthcare and pharmaceutical sectors.

But to take advantage of these new opportunities, nations will need to navigate the current predicament so that they have a viable economy once the pandemic passes. Thus it is important to be able to control the pandemic while keeping the economy open. There is some emerging literature 11 on this, but much more is needed. This is a governance challenge of a kind rarely faced, because the pandemic has disrupted normal markets and there is need, at least in the short run, for governments to step in to fill the caveat.

Emerging economies will have to devise novel governance strategies for doing this double duty of tamping down on new infections without strident controls on economic behavior and without blindly imitating Europe and America.

Here is an example. One interesting opportunity amidst this chaos is to tap into the “resource” of those who have already had COVID-19 and are immune, even if only in the short-term—we still have no definitive evidence on the length of acquired immunity. These people can be offered a high salary to work in sectors that require physical interaction with others. This will help keep supply chains unbroken. Normally, the market would have on its own caused such a salary increase but in this case, the main benefit of marshaling this labor force is on the aggregate economy and GDP and therefore is a classic case of positive externality, which the free market does not adequately reward. It is more a challenge of governance. As with most economic policy, this will need careful research and design before being implemented. We have to be aware that a policy like this will come with its risk of bribery and corruption. There is also the moral hazard challenge of poor people choosing to get COVID-19 in order to qualify for these special jobs. Safeguards will be needed against these risks. But we believe that any government that succeeds in implementing an intelligently-designed intervention to draw on this huge, under-utilized resource can have a big, positive impact on the economy 12 .

This is just one idea. We must innovate in different ways to survive the crisis and then have the ability to navigate the new world that will emerge, hopefully in the not too distant future.

An Ethical Anaylsis of the Arguments Both For and Against COVID-19 Vaccine Mandates for Healthcare Workers

Since the development of the first U.S. Food and Drug Administration–approved vaccine for the prevention of serious disease and death associated with the SARS-CoV-2 virus, health care workers have been expected to comply with mandatory immunization requirements or face potential termination of employment and censure by their state medical boards. Although most accepted this mandate, there have been several who have felt this was an unnecessary intrusion and violation of their right to choose their own health care mitigation strategies, or an infringement on their autonomy and other civil liberties. Others have argued that being a health care professional places your duties above your own self-interests, so-called fiduciary duties. As a result of these duties, there is an expected obligation to do the best action to achieve the “most good” for society. A so-called “utilitarian argument.”

We explore arguments both for and against these mandatory vaccine requirements and conclude using duty- and consequence-based moral reasoning to weigh the merits of each.

Conclusions

Although arguments for and against vaccine mandates are compelling, it is the opinion of the Ethics Committee of the American Academy of Emergency Medicine that vaccine mandates for health care workers are ethically just and appropriate, and the benefit to society far outweighs the minor inconvenience to an individual's personal liberties.

Introduction

The introduction of COVID-19 vaccine mandates for health care workers has caused debate and disruption in hospitals across the world, as well as within the United States. Several arguments have been made for and against the mandates, although mostly in political and social media. As the Ethics Committee of the American Academy of Emergency Medicine (AAEM), we are entrusted to guide the Academy and its members, and hopefully the entire emergency medicine (EM) community, regarding ethical matters affecting all facets of emergency care. COVID-19 quickly became a polarizing public health crisis, affecting people of all educational, socioeconomic, political, religious, and demographic backgrounds. COVID-19 greatly impacted emergency departments (EDs), which are often front and center to issues related to not only disease and its manifestations, but to the effects of vaccine mandates on health care professionals. As an ethics committee, we focus our arguments solely on ethics and do not debate the safety or efficacy of vaccines. The Ethics Committee accepts that these vaccines were recommended by the Centers for Disease Control and Prevention and are U.S. Food and Drug Administration (FDA)–approved, and proceed with the assumption that these vaccines meet safety requirements ( 1 ). We will also not debate the role of immunity from prior COVID-19 infection as being equivalent to the vaccine, as study on the equivalency is still ongoing at the time of writing this article. We will also avoid religious and legal arguments (except to mention one precedent case on public health law and vaccine mandates, which was based on a utilitarian ethical principle). Similarly, we will avoid discussion of religious or medical exemptions that may legitimately prevent receiving the vaccine. We present the arguments both for and against vaccine mandates and weigh the substantive arguments made by two panels of members, representing arguments “for” (M.M., B.W., A.U., E.S.) and “against” (L.D., R.B., D.F., A.G.) mandates. A.G. examined each of the arguments for their ethical soundness and, using principles of moral reasoning invoking deontology and consequentialism, concluded with the recommended moral position.

Of note, we use the term health care workers to include a physician-led team that may consist of any combination of residents, fellows, medical students, nurses, advanced practice providers, and health care assistants and technologists. It is not enough to focus on one out of this diverse group. As a physician-led group, it is the position of AAEM and most physician societies that medical care is best led by a board-certified physician, who also ensures the professional ethics guiding their practice are exhibited in each team member.

Arguments in Favor of Vaccine Mandates

Historically, vaccine mandates have been part of the protections under public health laws of many nations of the world. As far back as 1807, the German state of Bavaria introduced a mandate for vaccination of the public after development of the smallpox vaccine ( 2 ). In the 1905 Jacobson vs. Massachusetts decision, the U.S. Supreme Court ruled that state vaccine mandates were legal and enforceable to protect public health ( 3 ). Although in recent years there have been controversies regarding mandatory vaccination for schoolchildren, in large part these vaccination mandates have continued yearly without public debate. Generally speaking, and using the principle of acceptability, most members of the public have long accepted the role vaccines play in protecting their health and the health of those around them. There are many definitions of acceptability in ethics, however, we find most illustrative the following: “Acceptability is a multi-faceted construct that reflects the extent to which people delivering or receiving a healthcare intervention consider it to be appropriate, based on anticipated or experienced cognitive and emotional responses to the intervention” ( 4 ).

The initial argument in support of the COVID-19 vaccine mandates for health care workers must start with the principle of justice and consistency and their related ethical concepts that support fair and equitable treatment of individuals. Although justice is typically viewed through a patient-centric lens, it is reasonable to expect that health care workers not only treat their patients justly, but be treated and act justly and consistent with their professional ethics. Justice is defined as “fair, equitable, and appropriate treatment of persons” ( 5 ). There is a further implied principle within justice, that is, consistency. It is impossible to be just yet inconsistent. Just policies, even with caveats and exceptions, must be reproducible and consistent, otherwise they will not withstand scrutiny by society and, as a result, will not be ethical. A policy is just if it is fair, and the policy to mandate that health care workers receive the COVID-19 vaccine is fair, equitable, and appropriate, as it seeks to provide a means to distribute a necessary treatment without discrimination or bias and its benefits far outweigh any risks.

For the last half century, health care workers had generally accepted, as part of the requirements for obtaining hospital privileges, the role of mandatory vaccines for their and society's good. It is reasonable and expected then to mandate additional vaccines, as diseases become prevalent and vaccines are discovered, with the same intent to provide protection to health care workers and their patients. Prior to March 2020, proof of certain mandatory vaccinations, such as hepatitis B, tetanus, measles, mumps and rubella, and other childhood vaccinations (or proof of immunity) was an accepted norm in the process of starting clinical work in most clinical settings in the United States ( 6 ). When the COVID-19 vaccination became available, given the similar public health protection that the vaccination provided for this disease, it is reasonable and not an unusual or unfair burden on health care workers to add one more vaccine to the multitude they are required to get in order to provide clinical care. As stated in the first principle of AAEM's Principles of Ethics, there is a fiduciary duty by physicians to place the patient's interests above their own ( 7 ). In keeping with this principle, it is hard to conceive that refusing to protect oneself from severe disease from COVID-19, as well as the reported decreased rate of viral transmission and hence disease in vaccinated persons compared with the unvaccinated, is consistent with placing the interests of patients above health care workers ( 8 ).

One of the core tenets of medical ethics is the principle of nonmaleficence. This is best described as our unique duty to “do no harm,” as described in the Hippocratic Oath, which states physicians must “act in a way which does no harm” ( 9 ). Given the data that suggest even with the most recent highly virulent and contagious mutations of the SARS-CoV-2 virus, there is a decreased risk of transmission from vaccinated individuals, hence vaccinated health care workers uphold their duty of nonmaleficence to their patients. In contrast, remaining unvaccinated potentially exposes highly vulnerable patients and coworkers to the virus and potentially COVID-19. In addition, a health care worker who is unavailable due to COVID-19 and who is unvaccinated unfairly shifts more work burden on to their vaccinated coworkers and reduces the pool of health care workers available to society, which is worse during a pandemic.

Given the trust that society has in the medical profession, and the resultant duty that health care workers owe to society, ensuring wellness both physically and emotionally is integral in providing ethically based care. Health care workers aim not just to avoid causing harm to patients, but to ensure good. Beneficence , another throwback to the Hippocratic Oath, is defined as “an act of charity, mercy, and kindness with a strong connotation of doing good to others including moral obligation. All professionals have the foundational moral imperative of doing right. In the context of the professional–client relationship, the professional is obligated to, always and without exception, favor the well-being and interest of the client” ( 10 ). This definition is especially helpful in reiterating the fiduciary responsibility health care workers have to their patients and the need to ensure they are willing and able to provide ethical care, which implies having not only the technical and experiential knowledge, but the appropriate state of mind and physical well-being. A sick health care worker diminishes the potency of the physician–patient relationship.

As alluded to earlier, public health ethics, policy, and law have generally been structured around the utilitarian principle of doing the best for the most ( 11 ). Its underlying theme is to maximize the good in society to the benefit of the most members of that society. It acknowledges that there are certain segments of the society in which individual liberties may be affected to protect the welfare of other members, but it is felt to be just and appropriate ethically for the greater good of society. Like all other vaccines mandated to attend school or for employment in a health care facility in the United States, once the Pfizer-BioNTech COVID-19 vaccine was approved by the FDA, its role in risk-mitigating the serious sequela of COVID-19 was sufficient justification to mandate that all health care workers add this vaccine to the list of mandatory vaccines, thereby ensuring protection for the vulnerable who seek medical care ( 12 ). Serving as a mini-cosmos of society, vaccine mandates for health care workers ensure that the greatest utility (i.e., protection from COVID-19) is achieved.

Argument against Vaccine Mandates

Utilitarianism appeals to us during times of crisis. It offers an enticing solution: do the greatest good, to the greatest number of people. However, the pursuit of utilitarian ideals often challenges the rights of the individual. In the COVID-19 pandemic, the utilitarian argument has been applied to vaccine mandates.

Why is vaccination a moral issue? The decision to become vaccinated and the prevention of harm fulfills the first categorical imperative and it also has the appeal of prudence. Vaccine mandates risk treating individuals as a means to an end and risk running afoul of the second categorical imperative. Utilitarian advocates would argue for a vaccine mandate as it provides the greatest well-being for the most people possible. The utilitarian argument that vaccine mandates are doing the best for the most falls flat when taking into consideration that a vaccine for the seasonal influenza virus (flu), for example, is available and, although required by many health care facilities, it is not mandated, as there is a workaround for those who refuse it. Using the principle of consistency to ensure like circumstances are treated similarly: if utilitarianism was to be the underpinning of the COVID-19 vaccine mandate, one would expect that the flu vaccine would also be mandated, as its impact on the health care field is just as large as SARS-CoV-2, yet only four states require it ( 13 ). Furthermore, individuals who choose not to receive an influenza vaccine are not harassed, stigmatized, or threatened with termination of their job, but are allowed to seek exemptions or are required to mask for the entirety of the flu season. Consistency is key in ethical principles and consistency in this utilitarian argument seems to be lacking.

To the “pro” argument on acceptability, we must disagree. It requires very little formal research to establish that many things deemed absolutely correct 100 years ago may not be acceptable today. Society only questions the “status quo” when enough individuals refuse to follow it, or when advances in science or other studies elevate our collective knowledge. There are, and have been, many “accepted” practices that are not fair, equitable, just, or ethical, and hence acceptability as a criterion lacks merits. Likewise, we must question the “fiduciary” argument that blindly mandates physician wellness and interests below that of their patients. Moral injury, burnout, post-traumatic stress disorder, anxiety, for example, are all concepts permeating the medical (especially EM) literature, and are directly related to the work environment of medicine. Although it is important in general terms to hold the patient's medical interests over one's own, does this require self-sacrifice in order to uphold the Hippocratic Oath? Are we, as health care workers, now enslaved to the profession without any rights of our own? We are entrusted with great responsibility and trust by society and have access to the greatest bodies of knowledge, yet as subject matter experts we are not afforded the same “right to refuse” as any other autonomous agent in the free world. For that, we call foul.

It is our position that Kantian ethics provide a solution to this dilemma and address both the concerns of individual rights and society at large. Kant's moral theory describes individuals as having intrinsic worth as autonomous, rational agents. He describes a concept of “good will” in which people have the capacity to recognize a moral act and the duty to act on it. This is an ongoing, conscious process ( 14 ). In contrast, utilitarianism would view the intrinsic value of individual choice in its effects. In Jeremy Bentham's interpretation, this was hedonism: the degree of how much pleasure could be caused or pain avoided ( 15 , 16 ). Other philosophers view the ideal outcomes of personal decisions as well-being. For the utilitarian John Stuart Mill, decisions or rules were also viewed as moral to the degree in which they benefited the majority ( 17 ).

Central to Kant's work were his categorical imperatives, that is, moral laws applicable to all individuals ( 14 ). These are laws freely accessible to individuals using reason and intellect and apply to all equally. The first principle described the concept of universalizability; a moral actor considers the principle underlying their personal decisions and the effect if all other individuals acted in a similar manner. The second principle emphasizes that humanity should be an end in itself, and never a means to an end. As human beings are rational and autonomous, we can set our own goals; humans exist for themselves and are morally self-governed.

It is important to note that Kant thought that decisions could be divided into those that were prudent and those that were ethical ( 14 ). Often, these categories coincide. During the COVID-19 pandemic, there was a wide range of public health decisions made with the intent of limiting morbidity and mortality. Masking, travel restrictions, and quarantining after exposure fall into both categories. A prudent individual, concerned about their own health and considering their duty to preserve both their own health and that of their peers would reasonably adopt these measures to preserve their own health and longevity as well as that of their peers.

Kantian philosophers must argue against these mandates, as it is the individual's duty to identify the moral good offered by these vaccines and take the appropriate action. Compelling action and violating personal autonomy to reach the so-called, “herd immunity” would be a moral evil.

To this dilemma, we offer a solution. We have seen the public's trust in clinicians and the medical establishment erode throughout this pandemic, as people chafe against changing mandates and norms. The evidence we have of the benefit of the vaccines for our patients is clear; it is both a prudent and moral decision. But it is a personal decision based on moral duty. Physicians must continue to educate and guide to moral clarity. To do anything else is to treat our patients as a means to an end.

We have presented ethical arguments both for and against a mandate for health care workers to receive vaccination against COVID-19. A key argument for vaccine mandates rests on the ethical requirements for health care workers to place the well-being of the community as a whole above their own individual interests. Whereas, the key arguments against mandates state that an individual's autonomy must be primary, and that autonomy should not be overridden or ignored in the name of a “higher” good.

Both arguments being compelling, it is the opinion of the Ethics Committee of AAEM that vaccine mandates for health care workers are ethically just and appropriate, and the benefit to society far outweighs the minor inconvenience to an individual's personal liberties. This opinion rests on the following key conditions: the risks of the disease are significant to society as a whole, the vaccine has been FDA-approved (which implies thoroughly tested and deemed “safe”), and there are exceptions for those with legitimate medical or religious reasons. Vaccine mandates are consistent with professional ethics and fiduciary duties to patients. Society's interest should be held as primary over individual interests, especially as it concerns an action that is consistent and congruent with actions in our well established and accepted practice of medicine. That said, as we see a shift from pandemic to endemic status, and the research grows on natural vs. obtained immunity, there may be a shift in this opinion over time on mandatory COVID-19 vaccination.

Acknowledgments

The authors would like to thank the AAEM Ethics Committee for their assistance in providing critical feedback on this manuscript.

Thesis Statement Examples

Practical Thesis Statement Examples That Will Transform Your Writing

10 min read

Published on: Sep 3, 2024

Last updated on: Sep 3, 2024

What Is A Thesis Statement?

A thesis statement is a key part of your essay that tells readers what your essay is about. It’s a clear sentence that sums up the main point or argument you’re going to make. Think of it as a guide that helps your readers understand your main idea and what to expect from your essay.

Your thesis statement usually goes at the end of your introduction. It gives your essay direction and helps keep everything focused on your main point.

Examples Of Thesis Statements By Essay Type

To help you see how to write effective thesis statements, here are thesis statement examples for essays of various types. Each example will give you a clearer picture of how to approach various topics.

Examples Of Thesis Statements For Personal Essays

A personal essay thesis statement reflects your unique experiences and feelings. It shares a central idea about a personal story or insight you’re discussing.

Here are a few examples to give you an idea of how to craft your own:

Overcoming my fear of public speaking taught me that courage is not the absence of fear, but the ability to act despite it.
Traveling to a new country showed me that stepping out of my comfort zone is the best way to grow and learn.
My experience of balancing school and a part-time job proved that hard work and dedication can lead to personal success and self-discovery.

Thesis Statement Examples For Informative Essay

A thesis statement for an informative essay provides a clear and specific overview of the topic you’re explaining. It helps readers understand the focus of your essay and what information they can expect to learn.

Let’s take a look at some informative thesis statement examples :

The process of photosynthesis is essential for plant growth as it converts sunlight into energy and produces oxygen, which is crucial for life on Earth.
The history of the internet reveals how technological advancements have transformed communication, from early networks to the modern web.
Understanding the basics of genetic inheritance can explain how traits are passed from parents to offspring and how genetic disorders can occur.

Thesis Statement Examples For Compare And Contrast Essays

A thesis statement for a compare and contrast essay highlights the similarities and differences between two or more subjects. It helps readers understand the main points of comparison and what you will be discussing.

Some examples are:

While both public and private schools aim to provide quality education, they differ significantly in terms of funding, curriculum flexibility, and student-to-teacher ratios.
Although electric cars and gasoline-powered cars serve the same purpose of transportation, they differ in their environmental impact, cost, and efficiency.
The lifestyles of city dwellers and rural residents differ greatly, with urban areas offering more job opportunities and amenities, while rural areas provide a slower pace of life and closer connection to nature.

Argumentative Essay Thesis Statement Examples

A thesis statement for an argumentative essay clearly states your opinion on a hot topic and explains why you hold that view. It shows what you believe and what you’ll be arguing for.

Below are some argumentative thesis statement examples :

A universal basic income can help reduce poverty and provide financial stability, making it a crucial step toward reducing economic inequality.
Renewable energy is vital for fighting climate change because it cuts down on greenhouse gas emissions and supports a healthier planet.
Requiring school uniforms in public schools can decrease peer pressure and help students focus more on their studies.

Thesis Statement Examples For Persuasive Essay

A thesis statement for a persuasive essay aims to convince the reader of a particular viewpoint. It presents your position and hints at the arguments you’ll use to support it.

Some examples include:

Adopting a plant-based diet is beneficial for health and the environment, as it reduces the risk of chronic diseases and decreases ecological footprints.
Investing in public transportation improves urban mobility and reduces traffic congestion, leading to a more efficient and eco-friendly city.
Banning single-use plastics is essential to protect marine life and reduce pollution, helping to preserve the environment for future generations.

Analytical Essay Thesis Statement Examples

A thesis statement for an analytical essay breaks down a topic and examines its components. It highlights what you will analyze and what insights or conclusions you aim to provide.

Here are some good thesis statement examples for analytical essays:

Analyzing Shakespeare’s use of imagery in "Macbeth" reveals how it enhances the play’s themes of ambition and guilt.
Examining the impact of social media on communication shows how it has changed the way we interact and perceive relationships.
The portrayal of leadership in “The Great Gatsby” illustrates how wealth and power can corrupt moral values and influence behavior.

Expository Essay Thesis Statement Examples

A thesis statement for an expository essay explains a topic or idea in detail. It provides a clear summary of what the essay will cover and how it will inform the reader.

See the examples mentioned below:

The process of recycling involves several key steps, including sorting materials, processing them into raw materials, and creating new products.
The history of the internet highlights key milestones such as the development of early networks, the rise of the World Wide Web, and the evolution of online communication.
Understanding the causes of climate change requires examining factors like greenhouse gas emissions, deforestation, and industrial activities.

Process Essay Thesis Statement Examples

A thesis statement for a process essay explains how something is done or how a process works. It gives a clear overview of the steps involved. Take a glance at these examples :

Making homemade pizza involves preparing the dough, adding toppings, and baking it to create a delicious and customizable meal.
The steps to start a small business include researching the market, creating a business plan, and securing funding to ensure a successful launch.
Learning a new language requires practicing speaking and listening skills, studying grammar, and immersing oneself in the language through reading and conversation.

Thesis Statement Examples According to Different Academic Levels

Writing a thesis statement changes as you move through different study levels. Each stage has its own approach and complexity. Here’s how thesis statements might look across different levels:

Thesis Statement Examples for Kids

At a basic level, thesis statements for kids are simple and direct. They usually focus on familiar topics and straightforward ideas. Consider these examples :

Dogs make great pets because they are loyal, fun, and good with kids.
Reading books is important because it helps you learn new things and improves your imagination.

Middle School Thesis Statement Examples

In middle school, thesis statements start to involve more detail and support. They reflect a better understanding of how to structure arguments. Here are some examples :

School uniforms should be required because they promote equality, reduce distractions, and make it easier for students to focus on their studies.
Eating a balanced diet is crucial for maintaining good health because it provides essential nutrients, boosts energy levels, and helps prevent diseases.

High School Thesis Statement Examples

High school thesis statements are more sophisticated, often including a clear argument and multiple supporting points. Take a look these examples :

The benefits of online learning outweigh the drawbacks because it offers flexibility, access to a wide range of resources, and the ability to balance education with other responsibilities.
Participating in extracurricular activities is important for high school students as it helps develop leadership skills, build friendships, and enhance college applications.

College Thesis Statement Examples

At the college level, thesis statements are complex and detailed and often address more complex arguments. Examples include:

Implementing renewable energy solutions, such as solar and wind power, is essential for reducing our reliance on fossil fuels and mitigating the effects of climate change.
The rise of social media has transformed political campaigning by increasing voter engagement, spreading misinformation, and altering traditional campaign strategies.

Thesis Statement Examples for Research Papers

For research papers, thesis statements must be well-researched and specific and provide a clear direction for the study. Consider these examples :

Exploring the effects of childhood trauma on adult mental health reveals significant correlations between early experiences and the development of psychological disorders later in life.
Investigating the impact of artificial intelligence on the job market shows that while AI creates new opportunities, it also poses challenges related to job displacement and workforce adaptation.

More Examples Of Thesis Statements

As you work on different essays and writing tasks, you’ll see that thesis statements can vary a lot. Here are some additional examples to illustrate their diversity.

Literary Analysis Thesis Statement Examples

In "To Kill a Mockingbird," Harper Lee uses symbolism, such as the mockingbird, to highlight the themes of innocence and moral growth.
The use of unreliable narrators in Edgar Allan Poe’s “The Tell-Tale Heart” enhances the story’s exploration of guilt and madness.

Implied Thesis Statement Examples

Despite its surface simplicity, “The Little Prince” offers a profound critique of adult behavior through its exploration of human nature and relationships.
The persistent use of color imagery in “The Great Gatsby” subtly emphasizes the theme of the American Dream and its inherent flaws.

Thesis Statement Examples For Research Papers

Examining the effects of sleep deprivation on academic performance shows a direct link between lack of sleep and reduced cognitive abilities in students.
Research into the impact of climate change on coastal ecosystems reveals that rising sea levels and increased temperatures are threatening biodiversity and habitat stability.

Complex Thesis Statement Examples

While the integration of technology in education offers numerous benefits, such as personalized learning and greater accessibility, it also presents challenges related to screen time and data privacy.
The debate over genetic engineering in agriculture involves both potential benefits, like increased crop yields and disease resistance, and ethical concerns, such as environmental impact and genetic diversity.

In closing,

A strong thesis statement is the backbone of any good essay. It helps guide your writing and keeps your readers focused on your main point. With the examples provided, you can see how to shape your thesis for different types of essays and academic levels.

If you want a little extra help with your thesis statements, check out the thesis statement generator from MyEssayWriter.ai . It’s a handy tool that can help you create and perfect your thesis statements quickly.

For extra help with essay writing, check out our essay writer . It's an AI tool that can write high-quality essays for you in a breeze!

Frequently Asked Questions

How do i write my thesis statement.

To write and start a thesis statement, you should:

Pick Your Topic: Decide what your essay will be about.
Formulate Your Argument: Choose your main point or stance on the topic.
Be Specific: Make sure your statement clearly outlines what you'll discuss.
Make It Debatable: Your thesis should present an argument that can be supported with evidence.
Keep It Concise: Aim for one or two sentences that clearly express your main idea.

What 3 things should a thesis statement have?

Typically, a thesis statement format includes three main parts: the topic you're discussing, your main argument or viewpoint , and the reasons or evidence you'll use to back up that argument.

What is an example of a weak and strong thesis statement?

Weak Thesis Statement: "Social media is bad."

It's too broad and lacks detail.

Strong Thesis Statement: "Social media platforms negatively impact mental health by increasing anxiety and depression among teenagers, and this can be addressed through improved online safety measures."

It's specific, takes a clear stance, and hints at the main points of the essay.

What is a thesis statement sentence?

A thesis statement sentence is a single sentence in your essay that summarizes your main point or argument. It’s usually found at the end of your introduction and guides the rest of your essay.

Caleb S. (Mass Literature and Linguistics, Masters)

Caleb S. is an accomplished author with over five years of experience and a Master's degree from Oxford University. He excels in various writing forms, including articles, press releases, blog posts, and whitepapers. As a valued author at MyEssayWriter.ai, Caleb assists students and professionals by providing practical tips on research, citation, sentence structure, and style enhancement.

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What a Thesis Paper is and How to Write One

A student sitting at her laptop working on her college thesis paper.

From choosing a topic and conducting research to crafting a strong argument, writing a thesis paper can be a rewarding experience.

It can also be a challenging experience. If you've never written a thesis paper before, you may not know where to start. You may not even be sure exactly what a thesis paper is. But don't worry; the right support and resources can help you navigate this writing process.

What is a Thesis Paper?

A thesis paper is a type of academic essay that you might write as a graduation requirement for certain bachelor's, master's or honors programs. Thesis papers present your own original research or analysis on a specific topic related to your field.

“In some ways, a thesis paper can look a lot like a novella,” said Shana Chartier , director of information literacy at Southern New Hampshire University (SNHU). “It’s too short to be a full-length novel, but with the standard size of 40-60 pages (for a bachelor’s) and 60-100 pages (for a master’s), it is a robust exploration of a topic, explaining one’s understanding of a topic based on personal research.”

Chartier has worked in academia for over 13 years and at SNHU for nearly eight. In her role as an instructor and director, Chartier has helped to guide students through the writing process, like editing and providing resources.

Chartier has written and published academic papers such as "Augmented Reality Gamifies the Library: A Ride Through the Technological Frontier" and "Going Beyond the One-Shot: Spiraling Information Literacy Across Four Years." Both of these academic papers required Chartier to have hands-on experience with the subject matter. Like a thesis paper, they also involved hypothesizing and doing original research to come to a conclusion.

“When writing a thesis paper, the importance of staying organized cannot be overstated,” said Chartier. “Mapping out each step of the way, making firm and soft deadlines... and having other pairs of eyes on your work to ensure academic accuracy and clean editing are crucial to writing a successful paper.”

How Do I Choose a Topic For My Thesis Paper?

What your thesis paper is for will determine some of the specific requirements and steps you might take, but the first step is usually the same: Choosing a topic.

“Choosing a topic can be daunting," said Rochelle Attari , a peer tutor at SNHU. "But if (you) stick with a subject (you're) interested in... choosing a topic is much more manageable.”

Similar to a thesis, Attari recently finished the capstone for her bachelor’s in psychology . Her bachelor’s concentration is in forensics, and her capstone focused on the topic of using a combined therapy model for inmates who experience substance abuse issues to reduce recidivism.

“The hardest part was deciding what I wanted to focus on,” Attari said. “But once I nailed down my topic, each milestone was more straightforward.”

In her own writing experience, Attari said brainstorming was an important step when choosing her topic. She recommends writing down different ideas on a piece of paper and doing some preliminary research on what’s already been written on your topic.

By doing this exercise, you can narrow or broaden your ideas until you’ve found a topic you’re excited about. " Brainstorming is essential when writing a paper and is not a last-minute activity,” Attari said.

How Do I Structure My Thesis Paper?

Thesis papers tend to have a standard format with common sections as the building blocks.

While the structure Attari describes below will work for many theses, it’s important to double-check with your program to see if there are any specific requirements. Writing a thesis for a Master of Fine Arts, for example, might actually look more like a fiction novel.

According to Attari, a thesis paper is often structured with the following major sections:

Introduction

Literature review
Methods, results

Now, let’s take a closer look at what each different section should include.

Your introduction is your opportunity to present the topic of your thesis paper. In this section, you can explain why that topic is important. The introduction is also the place to include your thesis statement, which shows your stance in the paper.

Attari said that writing an introduction can be tricky, especially when you're trying to capture your reader’s attention and state your argument.

“I have found that starting with a statement of truth about a topic that pertains to an issue I am writing about typically does the trick,” Attari said. She demonstrated this advice in an example introduction she wrote for a paper on the effects of daylight in Alaska:

In the continental United States, we can always count on the sun rising and setting around the same time each day, but in Alaska, during certain times of the year, the sun rises and does not set for weeks. Research has shown that the sun provides vitamin D and is an essential part of our health, but little is known about how daylight twenty-four hours a day affects the circadian rhythm and sleep.

In the example Attari wrote, she introduces the topic and informs the reader what the paper will cover. Somewhere in her intro, she said she would also include her thesis statement, which might be:

Twenty-four hours of daylight over an extended period does not affect sleep patterns in humans and is not the cause of daytime fatigue in northern Alaska .

Literature Review

In the literature review, you'll look at what information is already out there about your topic. “This is where scholarly articles about your topic are essential,” said Attari. “These articles will help you find the gap in research that you have identified and will also support your thesis statement."

Telling your reader what research has already been done will help them see how your research fits into the larger conversation. Most university libraries offer databases of scholarly/peer-reviewed articles that can be helpful in your search.

In the methods section of your thesis paper, you get to explain how you learned what you learned. This might include what experiment you conducted as a part of your independent research.

“For instance,” Attari said, “if you are a psychology major and have identified a gap in research on which therapies are effective for anxiety, your methods section would consist of the number of participants, the type of experiment and any other particulars you would use for that experiment.”

In this section, you'll explain the results of your study. For example, building on the psychology example Attari outlined, you might share self-reported anxiety levels for participants trying different kinds of therapies. To help you communicate your results clearly, you might include data, charts, tables or other visualizations.

The discussion section of your thesis paper is where you will analyze and interpret the results you presented in the previous section. This is where you can discuss what your findings really mean or compare them to the research you found in your literature review.

The discussion section is your chance to show why the data you collected matters and how it fits into bigger conversations in your field.

The conclusion of your thesis paper is your opportunity to sum up your argument and leave your reader thinking about why your research matters.

Attari breaks the conclusion down into simple parts. “You restate the original issue and thesis statement, explain the experiment's results and discuss possible next steps for further research,” she said.

Find Your Program

Resources to help write your thesis paper.

While your thesis paper may be based on your independent research, writing it doesn’t have to be a solitary process. Asking for help and using the resources that are available to you can make the process easier.

If you're writing a thesis paper, some resources Chartier encourages you to use are:

Citation Handbooks: An online citation guide or handbook can help you ensure your citations are correct. APA , MLA and Chicago styles have all published their own guides.
Citation Generators: There are many citation generator tools that help you to create citations. Some — like RefWorks — even let you directly import citations from library databases as you research.
Your Library's Website: Many academic and public libraries allow patrons to access resources like databases or FAQs. Some FAQs at the SNHU library that might be helpful in your thesis writing process include “ How do I read a scholarly article? ” or “ What is a research question and how do I develop one? ”

It can also be helpful to check out what coaching or tutoring options are available through your school. At SNHU, for example, the Academic Support Center offers writing and grammar workshops , and students can access 24/7 tutoring and 1:1 sessions with peer tutors, like Attari.

"Students can even submit their papers and receive written feedback... like revisions and editing suggestions," she said.

If you are writing a thesis paper, there are many resources available to you. It's a long paper, but with the right mindset and support, you can successfully navigate the process.

“Pace yourself,” said Chartier. “This is a marathon, not a sprint. Setting smaller goals to get to the big finish line can make the process seem less daunting, and remember to be proud of yourself and celebrate your accomplishment once you’re done. Writing a thesis is no small task, and it’s important work for the scholarly community.”

A degree can change your life. Choose your program from 200+ SNHU degrees that can take you where you want to go.

Meg Palmer ’18 is a writer and scholar by trade who loves reading, riding her bike and singing in a barbershop quartet. She earned her bachelor’s degree in English, language and literature at Southern New Hampshire University (SNHU) and her master’s degree in writing, rhetoric and discourse at DePaul University (’20). While attending SNHU, she served as the editor-in-chief of the campus student newspaper, The Penmen Press, where she deepened her passion for writing. Meg is an adjunct professor at Johnson and Wales University, where she teaches first year writing, honors composition, and public speaking. Connect with her on LinkedIn .

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Frontiers in Psychology
Personality and Social Psychology
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Coronavirus Disease (COVID-19): The Impact and Role of Mass Media During the Pandemic

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The outbreak of coronavirus disease 2019 (COVID-19) has created a global health crisis that has had a deep impact on the way we perceive our world and our everyday lives. Not only the rate of contagion and patterns of transmission threatens our sense of agency, but the safety measures put in place to contain ...

Keywords : COVID-19, coronavirus disease, mass media, health communication, prevention, intervention, social behavioral changes

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Ten theses on the coronavirus for the state and society

By Dr. Markus Engels, Secretary-General of the Global Solutions Initiative

1. The state and its international communities play the leading role in absorbing external shocks such as pandemics.

In his book “Political Theology,” the legal scholar Carl Schmitt concluded some 100 years ago that “sovereign is he who decides on the exception.” Based on this definition, states and governments have proven that they are entitled to make decisions during the coronavirus crisis and that they are very well capable of doing so, by taking drastic measures to protect the populace and putting together aid packages worth billions. Every day, state-run institutions have provided information on the latest developments and issued recommendations on what should be done to control the virus.

The pandemic has rocked the plausibility of predictions foretelling the end of the state. That is something most people are bound to be thankful for. After all, the state — at least in its democratic form — is a legitimate and neutral arbiter that makes decisions based on verifiable criteria, without pursuing its own business interests.

2. Pandemics are proof positive that we, as a global community, are all affected. But for the situation to lead to a renaissance of multilateralism, it is going to require a common view that global challenges can only be solved globally. We need a new global narrative of kinship and solidarity.

Joining together in a new spirit of unity may seem easy if we follow the Hollywood logic that we have seen a thousand times before: A global peril befalls humanity, bringing it together in its hour of need. This plot has been cinematized countless times, usually in connection with an extraterrestrial menace that leads to a new feeling of brotherhood on the planet.

Although the coronavirus pandemic is undoubtedly a global threat, it has not led to the resuscitation of multilateralism. Even in the EU, which has been trying for decades to develop a common post-national identity (albeit tentatively), the first reflex was a national one. Once the COVID-19 crisis has passed, we must realize that pandemics, climate change, extinction and artificial intelligence are challenges that can only be solved once and for all through multilateral efforts.

3. Democratic and federal states are well-positioned to fight pandemics.

Even though the processes may look complicated and arduous, the democratic and federal state has done a good job of mastering the crisis so far. In Germany, the Bundestag is actively involved in crisis management, and the national government regularly consults with individual, regional leadership.

Although individuals may try to make a name for themselves in the fight for the best approach, and although it may not always be easy to understand why a restriction applies in one place but not in another, Germany’s leaders and parliamentarians have acted appropriately and prudently. They have kept the populace informed and involved, and have avoided looking for scapegoats. Moreover, local and county officials have also been providing information through the local press on a regular basis, often turning to social media. If ever there were a need to prove how important a functioning government with a legitimate claim to power from the very top of the chain to the very bottom is, then the coronavirus has done so, albeit unwittingly.

4. Technocracy undermines the ground rules of how a democracy works.

Some have argued that virologists and doctors are the better decision-makers. Media appearances by experts may also have helped to calm the debate. At the same time, it would be a fatal mistake to draw the wrong conclusions. As a matter of fact, only elected representatives — and not experts — may make decisions.

Weighing different interests, treading carefully when it comes to decisions that could infringe upon basic rights and setting priorities based on a plethora of relevant information is of the essence. All of that needs to be comprehensible, well communicated and subject to checks and balances. Taken together, this sum total of needs and wants is what you would call “politics.”

5. Populist heads of state and government are part of the problem, not the solution.

It goes without saying that populist elected officials can be good crisis managers, just as level-headed democrats can fail in a crisis. During the coronavirus crisis, populists have displayed a pattern of behavior that prevents successful management: focusing on alternative facts, passing the buck and making off-the-cuff decisions.

All these behavioral patterns prevent the world’s brightest minds from working together and keep the international community from concerting its efforts. That makes populists part of the problem. Nowhere is that more apparent than in the U.S., where the president, who is completely out of his league, is floundering his way through the crisis and is responsible for tremendous suffering. Whether or not this leads a majority of voters to turn away from such narcissists and responsibility dodgers, however, remains to be seen. So far, some heads of government have been quite successful in capturing the hearts and minds of at least half of their constituents with lies and finger-pointing. As long as the other half of the populace is divided into camps or uninterested in politics, people will continue to die due to populist public policy — all because those opposed are unable to attain a majority.

6. The dramatic restrictions of basic rights in connection with efforts to fight the pandemic make new criteria-based approaches to limiting basic rights a necessity.

In times of crisis and disaster, basic rights must sometimes be restricted, and there are procedures in place for doing so. The current measures are a massive infringement of the right of assembly, religious freedom and occupational freedom, to name just a few. That is permissible, provided that these restrictions are imposed for a limited time and have been legitimated through a democratic process — and provided that opposing viewpoints and protest are given a forum.

May “Minority Report” serve as a warning

However, measures that are difficult to justify, if at all, have come up for debate as a result of the coronavirus. It may well be that an app on every cell phone that transmits a personal movement profile has the potential to be used to great benefit in pandemics. That very same app may very well also have the potential to reduce crime in general. A thermometer worn on the wrist might help us find our way out of the COVID-19 crisis. It also might help save the lives of people who have a heart attack or stroke. Nevertheless, such measures are largely incompatible with our understanding of basic rights.

It is not even necessary to have watched Steven Spielberg’s dystopian film “Minority Report” to grasp the risk of misuse or the fundamental harm to all freedoms posed by such measures. Apart from the temporary restrictions in the event of a crisis, which are legitimized by democratic processes, basic rights continue to apply in tough times. They also protect individuals from the will of the majority. Opposition has to be possible, even if the opinions expressed may be wrong.

But because the COVID-19 pandemic shows that governments have to act swiftly and flexibly, and because our societies are now experiencing for themselves how quickly supposedly inviolable rights can be restricted, we need a debate about what kind of protections of basic rights we want to retain following this crisis. The Federal Constitutional Court’s decision on restricting people’s rights to practice their religion freely during the coronavirus is a good starting point and provides initial orientation.

7. Public services should not be subjected to a doctrine of efficiency.

People have noticed the lack of funding for basic public services in the past and their excessive privatization. Decrepit schools and a shortage of police officers are just one indication thereof. Germany has largely been spared a hard neoliberal hand, which is why the healthcare system is still well funded and organized, and why we have so far seen fewer deaths than other countries during the coronavirus crisis.

Globally, however, economic progress is not always the same as social progress. That is why the coronavirus also illustrates how important a social security net and investments in public services are. The reluctance or inability of workers to call in sick to work despite showing symptoms of illness because they will not be paid in the event of absence, or because they do not have health insurance, accelerates the spread of disease exponentially. Furthermore, the digital revolution is only going to lead to more prosperity and better lives if we invest enough money in education and training.

The banking crisis has not triggered a shift

It is essential to quickly turn the one-time bonus payments for medical workers into structural reforms for adequate pay and working conditions in the healthcare sector, and to help generally adapt the healthcare system to deal with an aging population. Still, measures to strengthen the healthcare and education systems are not going to be enough. Once the coronavirus is behind us, we are going to need a new understanding of what is truly important to us — and of what aspects of our lives are so important to us as common, public goods that we are unwilling to surrender control over them through privatization.

The banking and financial crisis of 2008 and 2009 did not lead to a fundamental shift toward more sustainability and a different way of doing business. The coronavirus crisis has once again exposed systemic shortcomings and false priorities. We ought to learn from crises and develop a new understanding of public services and public goods.

8. The empowerment of local communities and value chains strengthens the resilience of societies.

Any calls to toss globalization on the ash heap of history are mistaken, as are any appeals to the populace to spend their future vacations at the local swimming hole. Indeed, there have long been many things awry in global trade and mass tourism fueled by budget airline tickets. But a supposed return to the “good old days” is not going to happen. They never existed in the first place.

Important trade and value chains work globally, and globally is the only way to produce a wide range of essential goods. Excluding entire regions from technological advancement by way of deglobalization would be a tremendous injustice — one that would go well beyond the injustice done daily by an imbalanced international trade system.

Local businesses help the world master the crisis

At the same time, it is important to strengthen local and regional communities, because they play a crucial role in times of crisis. Those who have been shopping at local supermarkets for years, those who are familiar faces at local bookstores and repair shops around the corner, and those who maintain a good relationship with their neighbors are better armed to survive the crisis.

Personalized and local initiatives — people buying groceries for elderly or at-risk neighbors, at-home offerings from regional sports clubs and cultural institutions, and delivery and take-away services from local restaurants, to name just a few — have played a vital role in helping us master the crisis to such a large extent so far. That is why every one of us should think about whether shopping at stores in our neighborhoods or supporting local culture ought to be given more weight in future spending decisions.

9. The efforts to promote digitalization raise new social questions.

Most families will agree that school closures, digital instruction and parents subbing in as teachers are trying for all involved. While digital learning offers countless benefits for students and professionals to expand their horizons, digitalization is creating a new social divide. That is because households with little education or money are technically ill equipped to take advantage of these global educational opportunities. As a result, children whose parents are digitally well equipped will not only emerge from the crisis with their educational futures intact, but may also have been able to use their time at home to gain an even greater edge.

Social inequality is on the rise

This structural inequality may have nothing to do with COVID-19, but the pandemic has widened the economic gap that has been drifting apart for many years now. If strengthening digital learning is one of the lessons of the coronavirus crisis, then efforts should be undertaken to even out the social impact by providing children from poorer families with basic digital tools as a public service.

10. Overcoming global poverty and strengthening climate protection and environmental conservation efforts will be essential to avoid a new era of pandemics.

The coronavirus makes clear that poorer states are significantly more affected by the spread of a virus. Often, they lack a healthcare system and an effective social safety net. With distancing and hygiene guidelines virtually impossible to implement correctly, a humanitarian disaster is unavoidable. Help is of the essence. The G20’s debt relief efforts for lower-income nations is not going to be enough, even though it is undoubtedly the right thing to do.

The ecological aspect takes on a whole new dimension in this context. Protecting biodiversity, fighting pandemics and climate change are not issues that can be flexibly prioritized from one day to the next. On the contrary, they are causally intertwined. Those who demand a respite from environmental protections and climate action in light of the coronavirus are irresponsibly working in cahoots with lobbyists and have failed to understand what is actually going on.

Helping the poorest of the poor is an act of self-preservation. A pandemic outbreak will have an impact on the entire world, no matter where it begins. A second wave of COVID-19, with a high number of deaths and infected individuals, and with a renewed round of restrictions on public life, would have the potential to bring even wealthy states to their knees.

The article was originally published in Tagesspiegel Online on April 16, 2020.

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The Impact of COVID-19 on the Careers of Women in Academic Sciences, Engineering, and Medicine (2021)

Chapter: 8 major findings and research questions, 8 major findings and research questions, introduction.

The COVID-19 pandemic, which began in late 2019, created unprecedented global disruption and infused a significant level of uncertainty into the lives of individuals, both personally and professionally, around the world throughout 2020. The significant effect on vulnerable populations, such as essential workers and the elderly, is well documented, as is the devastating effect the COVID-19 pandemic had on the economy, particularly brick-and-mortar retail and hospitality and food services. Concurrently, the deaths of unarmed Black people at the hands of law enforcement officers created a heightened awareness of the persistence of structural injustices in U.S. society.

Against the backdrop of this public health crisis, economic upheaval, and amplified social consciousness, an ad hoc committee was appointed to review the potential effects of the COVID-19 pandemic on women in academic science, technology, engineering, mathematics, and medicine (STEMM) during 2020. The committee’s work built on the National Academies of Sciences, Engineering, and Medicine report Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors (the Promising Practices report), which presents evidence-based recommendations to address the well-established structural barriers that impede the advancement of women in STEMM. However, the committee recognized that none of the actions identified in the Promising Practices report were conceived within the context of a pandemic, an economic downturn, or the emergence of national protests against structural racism. The representation and vitality of academic women in STEMM had already warranted national attention prior to these events, and the COVID-19

pandemic appeared to represent an additional risk to the fragile progress that women had made in some STEMM disciplines. Furthermore, the future will almost certainly hold additional, unforeseen disruptions, which underscores the importance of the committee’s work.

In times of stress, there is a risk that the divide will deepen between those who already have advantages and those who do not. In academia, senior and tenured academics are more likely to have an established reputation, a stable salary commitment, and power within the academic system. They are more likely, before the COVID-19 pandemic began, to have established professional networks, generated data that can be used to write papers, and achieved financial and job security. While those who have these advantages may benefit from a level of stability relative to others during stressful times, those who were previously systemically disadvantaged are more likely to experience additional strain and instability.

As this report has documented, during 2020 the COVID-19 pandemic had overall negative effects on women in academic STEMM in areas such productivity, boundary setting and boundary control, networking and community building, burnout rates, and mental well-being. The excessive expectations of caregiving that often fall on the shoulders of women cut across career timeline and rank (e.g., graduate student, postdoctoral scholar, non-tenure-track and other contingent faculty, tenure-track faculty), institution type, and scientific discipline. Although there have been opportunities for innovation and some potential shifts in expectations, increased caregiving demands associated with the COVID-19 pandemic in 2020, such as remote working, school closures, and childcare and eldercare, had disproportionately negative outcomes for women.

The effects of the COVID-19 pandemic on women in STEMM during 2020 are understood better through an intentionally intersectional lens. Productivity, career, boundary setting, mental well-being, and health are all influenced by the ways in which social identities are defined and cultivated within social and power structures. Race and ethnicity, sexual orientation, gender identity, academic career stage, appointment type, institution type, age, and disability status, among many other factors, can amplify or diminish the effects of the COVID-19 pandemic for a given person. For example, non-cisgender women may be forced to return to home environments where their gender identity is not accepted, increasing their stress and isolation, and decreasing their well-being. Women of Color had a higher likelihood of facing a COVID-19–related death in their family compared with their white, non-Hispanic colleagues. The full extent of the effects of the COVID-19 pandemic for women of various social identities was not fully understood at the end of 2020.

Considering the relative paucity of women in many STEMM fields prior to the COVID-19 pandemic, women are more likely to experience academic isolation, including limited access to mentors, sponsors, and role models that share gender, racial, or ethnic identities. Combining this reality with the physical isolation stipulated by public health responses to the COVID-19 pandemic,

women in STEMM were subject to increasing isolation within their fields, networks, and communities. Explicit attention to the early indicators of how the COVID-19 pandemic affected women in academic STEMM careers during 2020, as well as attention to crisis responses throughout history, may provide opportunities to mitigate some of the long-term effects and potentially develop a more resilient and equitable academic STEMM system.

MAJOR FINDINGS

Given the ongoing nature of the COVID-19 pandemic, it was not possible to fully understand the entirety of the short- or long-term implications of this global disruption on the careers of women in academic STEMM. Having gathered preliminary data and evidence available in 2020, the committee found that significant changes to women’s work-life boundaries and divisions of labor, careers, productivity, advancement, mentoring and networking relationships, and mental health and well-being have been observed. The following findings represent those aspects that the committee agreed have been substantiated by the preliminary data, evidence, and information gathered by the end of 2020. They are presented either as Established Research and Experiences from Previous Events or Impacts of the COVID-19 Pandemic during 2020 that parallel the topics as presented in the report.

Established Research and Experiences from Previous Events

Leading up to the COVID-19 pandemic, the representation of women has slowly increased in STEMM fields, from acquiring Ph.D.s to holding leadership positions, but with caveats to these limited steps of progress; for example, women representation in leadership positions tends to be at institutions with less prestige and fewer resources. While promising and encouraging, such progress is fragile and prone to setbacks especially in times of crisis (see ).

Social crises (e.g., terrorist attacks, natural disasters, racialized violence, and infectious diseases) and COVID-19 pandemic-related disruptions to workload and schedules, added to formerly routine job functions and health risks, have the potential to exacerbate mental health conditions such as insomnia, depression, anxiety, and posttraumatic stress. All of these conditions occur more frequently among women than men. As multiple crises coincided during 2020, there is a greater chance that women will be affected mentally and physically (see and ).

___________________

1 This finding is primarily based on research on cisgender women and men.

Structural racism is an omnipresent stressor for Women of Color, who already feel particularly isolated in many fields and disciplines. Attempts to ensure equity for all women may not necessarily create equity for women across various identities if targeted interventions designed to promote gender equity do not account for the racial and ethnic heterogeneity of women in STEMM (see , , and ).

Impacts of the COVID-19 Pandemic during 2020

	While some research indicates consistency in publications authored by women in specific STEMM disciplines, like Earth and space sciences, during 2020, several other preliminary measures of productivity suggest that COVID-19 disruptions have disproportionately affected women compared with men. Reduced productivity may be compounded by differences in the ways research is conducted, such as whether field research or face-to-face engagement with human subjects is required (see ).
	Many administrative decisions regarding institutional supports made during 2020, such as work-from-home provisions and extensions on evaluations or deliverables, are likely to exacerbate underlying gender-based inequalities in academic advancement rather than being gender neutral as assumed. For example, while colleges and universities have offered extensions for those on the tenure track and federal and private funders have offered extensions on funding and grants, these changes do not necessarily align with the needs expressed by women, such as the need for flexibility to contend with limited availability of caregiving and requests for a reduced workload, nor do they generally benefit women faculty who are not on the tenure track. Furthermore, provision of institutional support may be insufficient if it does not account for the challenges faced by those with multiple marginalized identities (see and ).
	Organizational-level approaches may be needed to address challenges that have emerged as a result of the COVID-19 pandemic in 2020, as well as those challenges that may have existed before the pandemic but are now more visible and amplified. Reliance on individual coping strategies may be insufficient (see and ).
	The COVID-19 pandemic has intensified complications related to worklife boundaries that largely affect women. Preliminary evidence

	from 2020 suggests women in academic STEMM are experiencing increased workload, decreased productivity, changes in interactions, and difficulties from remote work caused by the COVID-19 pandemic and associated disruptions. Combined with the gendered division of nonemployment labor that affected women before the pandemic, these challenges have been amplified, as demonstrated by a lack of access to childcare, children’s heightened behavioral and academic needs, increased eldercare demands, and personal physical and mental health concerns. These are particularly salient for women who are parents or caregivers (see ).
	During the COVID-19 pandemic, technology has allowed for the continuation of information exchange and many collaborations. In some cases technology has facilitated the increased participation of women and underrepresented groups. However, preliminary indicators also show gendered impacts on science and scientific collaborations during 2020. These arise because some collaborations cannot be facilitated online and some collaborations face challenges including finding time in the day to engage synchronously, which presents a larger burden for women who manage the larger share of caregiving and other household duties, especially during the first several months of the COVID-19 pandemic (see ).
	During the COVID-19 pandemic in 2020, some professional societies adapted to the needs of members as well as to broader interests of individuals engaged in the disciplines they serve. Transitioning conferences to virtual platforms has produced both positive outcomes, such as lower attendance costs and more open access to content, and negative outcomes, including over-flexibility (e.g., scheduling meetings at non-traditional work hours; last-minute changes) and opportunities for bias in virtual environments (see ).
	During the COVID-19 pandemic in 2020, many of the decision-making processes, including financial decisions like lay-offs and furloughs, that were quickly implemented contributed to unilateral decisions that frequently deviated from effective practices in academic governance, such as those in crisis and equity-minded leadership. Fast decisions greatly affected contingent and nontenured faculty members—positions that are more often occupied by women and People of Color. In 2020, these financial decisions already had negative, short-term effects and may portend long-term consequences (see ).
	Social support, which is particularly important during stressful situations, is jeopardized by the physical isolation and restricted social interactions that have

	been imposed during the COVID-19 pandemic. For women who are already isolated within their specific fields or disciplines, additional social isolation may be an important contributor to added stress (see ).
	For women in the health professions, major risk factors during the COVID-19 pandemic in 2020 included unpredictability in clinical work, evolving clinical and leadership roles, the psychological demands of unremitting and stressful work, and heightened health risks to family and self (see ).

RESEARCH QUESTIONS

While this report compiled much of the research, data, and evidence available in 2020 on the effects of the COVID-19 pandemic, future research is still needed to understand all the potential effects, especially any long-term implications. The research questions represent areas the committee identified for future research, rather than specific recommendations. They are presented in six categories that parallel the chapters of the report: Cross-Cutting Themes; Academic Productivity and Institutional Responses; Work-Life Boundaries and Gendered Divisions of Labor; Collaboration, Networking, and Professional Societies; Academic Leadership and Decision-Making; and Mental Health and Well-being. The committee hopes the report will be used as a basis for continued understanding of the impact of the COVID-19 pandemic in its entirety and as a reference for mitigating impacts of future disruptions that affect women in academic STEMM. The committee also hopes that these research questions may enable academic STEMM to emerge from the pandemic era a stronger, more equitable place for women. Therefore, the committee identifies two types of research questions in each category; listed first are those questions aimed at understanding the impacts of the disruptions from the COVID-19 pandemic, followed by those questions exploring the opportunities to help support the full participation of women in the future.

Cross-Cutting Themes

What are the short- and long-term effects of the COVID-19 pandemic on the career trajectories, job stability, and leadership roles of women, particularly of Black women and other Women of Color? How do these effects vary across institutional characteristics, 2 discipline, and career stage?

2 Institutional characteristics include different institutional types (e.g., research university, liberal arts college, community college), locales (e.g., urban, rural), missions (e.g., Historically Black Colleges and Universities, Hispanic-Serving Institutions, Asian American/Native American/Pacific Islander-Serving Institutions, Tribal Colleges and Universities), and levels of resources.

How did the confluence of structural racism, economic hardships, and environmental disruptions affect Women of Color during the COVID-19 pandemic? Specifically, how did the murder of George Floyd, Breonna Taylor, and other Black citizens impact Black women academics’ safety, ability to be productive, and mental health?
How has the inclusion of women in leadership and other roles in the academy influenced the ability of institutions to respond to the confluence of major social crises during the COVID-19 pandemic?
How can institutions build on the involvement women had across STEMM disciplines during the COVID-19 pandemic to increase the participation of women in STEMM and/or elevate and support women in their current STEMM-related positions?
How can institutions adapt, leverage, and learn from approaches developed during 2020 to attend to challenges experienced by Women of Color in STEMM in the future?

Academic Productivity and Institutional Responses

How did the institutional responses (e.g., policies, practices) that were outlined in the Major Findings impact women faculty across institutional characteristics and disciplines?
What are the short- and long-term effects of faculty evaluation practices and extension policies implemented during the COVID-19 pandemic on the productivity and career trajectories of members of the academic STEMM workforce by gender?
What adaptations did women use during the transition to online and hybrid teaching modes? How did these techniques and adaptations vary as a function of career stage and institutional characteristics?
What are examples of institutional changes implemented in response to the COVID-19 pandemic that have the potential to reduce systemic barriers to participation and advancement that have historically been faced by academic women in STEMM, specifically Women of Color and other marginalized women in STEMM? How might positive institutional responses be leveraged to create a more resilient and responsive higher education ecosystem?
How can or should funding arrangements be altered (e.g., changes in funding for research and/or mentorship programs) to support new ways of interaction for women in STEMM during times of disruption, such as the COVID-19 pandemic?

Work-Life Boundaries and Gendered Divisions of Labor

How do different social identities (e.g., racial; socioeconomic status; culturally, ethnically, sexually, or gender diverse; immigration status; parents of young children and other caregivers; women without partners) influence the management of work-nonwork boundaries? How did this change during the COVID-19 pandemic?
How have COVID-19 pandemic-related disruptions affected progress toward reducing the gender gap in academic STEMM labor-force participation? How does this differ for Women of Color or women with caregiving responsibilities?
How can institutions account for the unique challenges of women faculty with parenthood and caregiving responsibilities when developing effective and equitable policies, practices, or programs?
How might insights gained about work-life boundaries during the COVID-19 pandemic inform how institutions develop and implement supportive resources (e.g., reductions in workload, on-site childcare, flexible working options)?

Collaboration, Networking, and Professional Societies

What were the short- and long-term effects of the COVID-19 pandemic-prompted switch from in-person conferences to virtual conferences on conference culture and climate, especially for women in STEMM?
How will the increase in virtual conferences specifically affect women’s advancement and career trajectories? How will it affect women’s collaborations?
How has the shift away from attending conferences and in-person networking changed longer-term mentoring and sponsoring relationships, particularly in terms of gender dynamics?
How can institutions maximize the benefits of digitization and the increased use of technology observed during the COVID-19 pandemic to continue supporting women, especially marginalized women, by increasing accessibility, collaborations, mentorship, and learning?
How can organizations that support, host, or facilitate online and virtual conferences and networking events (1) ensure open and fair access to participants who face different funding and time constraints; (2) foster virtual connections among peers, mentors, and sponsors; and (3) maintain an inclusive environment to scientists of all backgrounds?
What policies, practices, or programs can be developed to help women in STEMM maintain a sense of support, structure, and stability during and after periods of disruption?

Academic Leadership and Decision-Making

What specific interventions did colleges and universities initiate or prioritize to ensure that women were included in decision-making processes during responses to the COVID-19 pandemic?
How effective were colleges and universities that prioritized equity-minded leadership, shared leadership, and crisis leadership styles at mitigating emerging and potential negative effects of the COVID-19 pandemic on women in their communities?
What specific aspects of different leadership models translated to more effective strategies to advance women in STEMM, particularly during the COVID-19 pandemic?
How can examples of intentional inclusion of women in decision-making processes during the COVID-19 pandemic be leveraged to develop the engagement of women as leaders at all levels of academic institutions?
What are potential “top-down” structural changes in academia that can be implemented to mitigate the adverse effects of the COVID-19 pandemic or other disruptions?
How can academic leadership, at all levels, more effectively support the mental health needs of women in STEMM?

Mental Health and Well-being

What is the impact of the COVID-19 pandemic and institutional responses on the mental health and well-being of members of the academic STEMM workforce as a function of gender, race, and career stage?
How are tools and diagnostic tests to measure aspects of wellbeing, including burnout and insomnia, used in academic settings? How does this change during times of increased stress, such as the COVID-19 pandemic?
How might insights gained about mental health during the COVID-19 pandemic be used to inform preparedness for future disruptions?
How can programs that focus on changes in biomarkers of stress and mood dysregulation, such as levels of sleep, activity, and texting patterns, be developed and implemented to better engage women in addressing their mental health?
What are effective interventions to address the health of women academics in STEMM that specifically account for the effects of stress on women? What are effective interventions to mitigate the excessive levels of stress for Women of Color?

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The spring of 2020 marked a change in how almost everyone conducted their personal and professional lives, both within science, technology, engineering, mathematics, and medicine (STEMM) and beyond. The COVID-19 pandemic disrupted global scientific conferences and individual laboratories and required people to find space in their homes from which to work. It blurred the boundaries between work and non-work, infusing ambiguity into everyday activities. While adaptations that allowed people to connect became more common, the evidence available at the end of 2020 suggests that the disruptions caused by the COVID-19 pandemic endangered the engagement, experience, and retention of women in academic STEMM, and may roll back some of the achievement gains made by women in the academy to date.

The Impact of COVID-19 on the Careers of Women in Academic Sciences, Engineering, and Medicine identifies, names, and documents how the COVID-19 pandemic disrupted the careers of women in academic STEMM during the initial 9-month period since March 2020 and considers how these disruptions - both positive and negative - might shape future progress for women. This publication builds on the 2020 report Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine to develop a comprehensive understanding of the nuanced ways these disruptions have manifested. The Impact of COVID-19 on the Careers of Women in Academic Sciences, Engineering, and Medicine will inform the academic community as it emerges from the pandemic to mitigate any long-term negative consequences for the continued advancement of women in the academic STEMM workforce and build on the adaptations and opportunities that have emerged.

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