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Virtual Work01:20

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The principle of virtual work states that if a body is in static and dynamic equilibrium, then the sum of all the virtual work done by all external forces and couple moments for any given virtual displacement must be zero.
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Updated: Oct 19, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Approaching a New Normal: Lessons Learned Transitioning Family Education Programming to a Virtual Environment.

Jaime Corvin1, Bradlie Nabours1, Sinziana Bularca2

  • 1University of South Florida, Tampa, FL, USA.

Health Promotion Practice
|September 20, 2021
PubMed
Summary

The COVID-19 pandemic increased engagement in virtual family education and violence reduction programs. Adapting services improved equity, satisfaction, and mental health outcomes during social isolation.

Keywords:
COVID-19engagementfamily violencevirtual programmingzoom

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Area of Science:

  • Public Health
  • Social Work
  • Family Studies

Background:

  • The COVID-19 pandemic exacerbated existing health inequities and mental health challenges.
  • Service organizations faced pressure to adapt service delivery models to meet client needs during lockdowns.
  • Increased family violence and mental health concerns were prevalent during the pandemic.

Purpose of the Study:

  • To highlight lessons learned from a service organization's pivot to virtual programming during the COVID-19 pandemic.
  • To evaluate the impact of adapted services on client engagement and outcomes.
  • To identify key factors for successful program delivery during social isolation.

Main Methods:

  • Qualitative review of organizational adaptation strategies during the COVID-19 pandemic.
  • Comparison of client engagement and retention data pre- and post-transition to virtual programming.
  • Analysis of factors contributing to program success, including programming quality, staff engagement, and participant satisfaction.

Main Results:

  • Atypically high engagement and retention rates were observed in family education and violence reduction programs delivered virtually.
  • Program adaptations demonstrated success in maintaining client connections and addressing critical needs.
  • Key success factors included strong programming, dedicated staff engagement, and high participant satisfaction.

Conclusions:

  • Virtual program adaptations can increase service equity, engagement, and satisfaction.
  • Maintaining connections through adapted services improves family and mental health outcomes.
  • This model offers a viable approach for delivering essential services to reduce child maltreatment during social isolation and hardship.