International School Magazine - Summer 2020

Page 54

Science matters

Illustration of the virus causing COVID-19.

Changing the world as we know it? Richard Harwood looks at the science behind the COVID-19 outbreak

The structure of the virus showing the envelope with its glycoprotein ‘spikes’ and the RNA genome The illustration above, created at the Centers for Disease Control and Prevention (CDC) in the USA, reveals the structure of coronaviruses. Note the glycoprotein spikes on

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the outer surface of the virus, which give the look of a crown surrounding the virus when viewed electron microscopically – hence the name. A new coronavirus, named Severe Acute Respiratory Syndrome coronavirus 2 (SARS-CoV-2), has been identified as the cause of the current outbreak of respiratory illness first detected in Wuhan, China in 2019. The illness caused by this virus has been named coronavirus disease 2019 (COVID-19). The characteristic ‘spikes’ are the means by which the virus attaches to the cells of our lung cavities, and also the target of those researchers aiming to develop a vaccine against the virus. There have been several examples of previous coronavirus outbreaks in the past, the SARS epidemic of 2003 and the MERS (Middle East Respiratory Syndrome) outbreak of 2013 being examples. All have involved viruses that transferred across species to humans. Where did the virus causing the current pandemic originate? How did it get to a food market in Wuhan, China, from where it is thought to have spilled over into humans? The answers to these questions are gradually being pieced together. A recently released study of the viral genetic sequence carried out by infectious disease expert Kristian G Andersen and colleagues at the Scripps Research Institute in La Jolla, California rules out the possibility that it could have been manufactured in a lab or otherwise engineered. Conspiracy theories do not stand up to scrutiny. It seems likely that the original animal reservoir for the virus was bats. The results from Andersen’s team, and those of Chinese studies, show that the sequence of SARS-CoV-2 is similar to other coronaviruses that infect bats. Since other bat coronaviruses have crossed over to humans Summer |

Winter

Cities in lockdown, the streets deserted, and all but nonessential shops closed, COVID-19 has already changed the way we live. There are some positive changes which can be enjoyed for a time – the levels of air pollution are falling. A dramatic reduction in noise from planes in the skies above, and traffic going by, means that we can hear birds singing. Though how long can we continue in this way? These feel like ominous and certainly unprecedented times.

| 2020


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Articles inside

How to get the most out of lesson observations in an international school

4min
pages 69-70

book reviews

2min
pages 71-72

What is international education in Africa?

5min
pages 67-68

They‘re Called the ‘Throwaways’. Children in Special Education

6min
pages 73-76

Changing the education system of a whole country

6min
pages 63-64

Collaborating with students to deliver a world-class international school

5min
pages 65-66

people and places

8min
pages 58-60

Masks ... just the tip of the iceberg?

3min
pages 61-62

regulars

6min
pages 52-53

Alice in Education Land: More values and something of a quarrel

5min
pages 56-57

High Performance Learning: Building the cognitive competencies that we know lead to high performance

7min
pages 49-51

Science Matters: Changing the world as we know it?

4min
pages 54-55

A key communication principle

8min
pages 47-48

Helping students to get the best out of themselves

6min
pages 43-46

Passion to profession

4min
pages 39-40

From isolation to collaboration

5min
pages 33-34

Cognia helps close performance gaps and creates culture of ongoing improvement

6min
pages 37-38

Five reasons to adopt English Medium Instruction into your school today

4min
pages 41-42

sponsored content

5min
pages 35-36

A smooth sea never made a skilful sailor

7min
pages 29-32

features

5min
pages 27-28

Translanguaging and the journey to effective bilingualism

7min
pages 24-26

Schoolscapes and multilingual awareness in international schools

5min
pages 18-19

A whole school working towards effective instruction and assessment for EAL students

7min
pages 11-13

Unleashing the creative potential of home languages in the classroom

4min
pages 16-17

language matters

8min
pages 8-10

International schools and provision for second language learners

5min
pages 14-15

Identity construction: fostering student agency

10min
pages 20-23

comment

3min
page 7
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