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Working From Home

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Working From Home

Amid the coronavirus outbreak, many office workers are working from home. And students and teachers across the country are preparing for remote online learning if schools decide to shut down for weeks or months at a time.

Has your school closed or is it thinking about closing? If it does, will you be expected to continue your school work from home?

What do you think you would like about learning or working from home, if anything? What would be the challenges? If you could choose to learn or work from home indefinitely, would you want to? Why or why not?

Tell us in the comments, then read the related piece to find out why one New York Times columnist thinks working from home is “overrated.”

COVID-19: FutureLearn offers free online coronavirus course

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COVID-19: FutureLearn offers free online coronavirus course

With 130,000 cases in 125 countries and sadly almost 5,000 deaths so far – including 8 in the UK – the novel coronavirus outbreak now constitutes a pandemic, according to the World Health Organisation.

As conflicting information flies around the internet, it’s never been more crucial to stay informed and receive expert advice about how we should respond to the pandemic, both collectively and individually.

In response, FutureLearn are now offering a free online course open for registration on “COVID-19: Tackling the Novel Coronavirus” from experts at the London School of Hygiene & Tropical Medicine, a renowned institute of public health.

So far we’ve seen a great response to the course – over 25,000 learners have signed up, from almost 200 countries.

Understanding and preventing the spread of Coronavirus

The online course is focussed on the outbreak of novel coronavirus, officially named COVID-19, and will cover what is known about the disease outbreak so far, what the practical implications for response are, how to prevent the spread of coronavirus, and what is needed for the future. 

The course will start on 23 March and is suitable for everyone, from those working in healthcare to anyone interested in the subject and the response more generally. The course will run for three weeks and will require approximately four hours of study per week. 

The London School of Hygiene & Tropical Medicine, who will be running the course, was named Times Higher Education University of the Year 2016 for its response to the Ebola outbreak which included, among many other things, an online course, Ebola in Context, on FutureLearn. 

An international situation

The coronavirus course will be led by Dr Anna Seale and Dr Maryirene Ibeto from the London School of Hygiene & Tropical Medicine. Dr Seale says that the course “aims to bring together expertise, and share knowledge on what we know to date and what we are still learning about the virus and how to combat it.”

The virus, after all, is an international crisis – only by working together can we hope to slow its spread and ultimately defeat it. As Dr Ibeto puts it: “by pooling our knowledge to fill gaps in our knowledge about the virus, we stand the best chance of stopping this outbreak in its tracks.”

Inform yourself

The best response to the coronavirus is to stay informed about both the virus itself, and how to respond as a concerned member of the public. 

This course is a unique opportunity to gain the knowledge you need to know how to react to a public health crisis that’s evolving minute by minute.

Enrol today.


Explore more commentary on coronavirus.

Learn the facts of the disease, and how to compares to other outbreaks. Discover how it’s affecting the sporting schedule, and its impact on the environment and the economy.

Category Coronavirus, Current Issues

Helping universities and colleges take learning online in response to the coronavirus

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Helping universities and colleges take learning online in response to the coronavirus

By Jeff Maggioncalda, CEO Coursera 

The spread of the coronavirus (COVID-19) is the most serious global health security threat in decades. In many countries, restrictions imposed by government agencies have disrupted daily routines for millions, including students. Many universities in the impacted regions have suspended face-to-face seminars, closed campuses, and are scrambling to find a solution to minimize disruption for their students.  

We are fortunate to have university and industry partners, who have been at the forefront of responding to the challenges humanity has faced from time to time. Inspired by their support and consistent with our mission of serving learners everywhere, we are launching a global effort to assist universities and colleges seeking to offer online courseware in response to the coronavirus. 

Starting today, we’ll provide every impacted university in the world with free access to our course catalogue through Coursera for Campus. Universities can sign up to provide their enrolled students with access to more than 3,800 courses and 400 Specializations from Coursera’s top university and industry partners. These institutions will have access until July 31, 2020, after which we plan to provide month-to-month extensions depending on prevailing risk assessments. Students who enroll on or before July 31 will continue to have access until Sept. 30, 2020.

Over the past few weeks, Duke University has been using Coursera for Campus to serve impacted students at their Duke Kunshan campus in China. This effort has been swiftly adopted by students and widely recognized by the broader community. We believe that Coursera for Campus can be an effective resource to help all higher education institutions respond to the impact of coronavirus.

As a global community of educators, we are honored to be serving fellow institutions and student communities during this crisis. Over the next few days, we will also hold webinars and share more resources, including experiences from our partner community, to help institutions looking to transition online during this crisis. Stay tuned. 

 For more information, please visit https://www.coursera.org/coronavirus

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Word + Quiz: prorogue

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Word + Quiz: prorogue

: suspend, terminate or adjourn a session of Parliament by royal prerogative, without dissolving the legislative body

_________

The word prorogue has appeared in 22 articles on NYTimes.com in the past year, including on Sept. 24 in “Lady Hale, U.K. Supreme Court Judge, Speaks Calmly and Brings Down the Hammer” by Yonette Joseph and Ceylan Yeginsu:

LONDON — When the full weight of Britain’s Supreme Court came down on Tuesday against the suspension of Parliament, it was dropped like a hammer on Prime Minister Boris Johnson by the first woman to serve as the court’s president: Lady Hale.

In calm, clipped, riveting tones, she read the damning judgment from a sheaf of papers ruling on the act of suspension, called “prorogation.” “The decision to advise Her Majesty to prorogue Parliament was unlawful because it had the effect of frustrating the ability of Parliament to carry out its constitutional functions without reasonable justification,” the judge said.

She added: “The prorogation was void and of no effect — Parliament has not been prorogued.”

_________

Should Parents Track Their Children?

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Should Parents Track Their Children?

Find all our Student Opinion questions here.

Do your parents use your phone or some other device to track you? If yes, does it make you feel safer that they know where you are? Does it limit your freedom? Do you care one way or the other?

And if they monitor your location, do you know why? Is it because GPS tracking reassures them that you are safe? Is it because they don’t fully trust you? Is there another reason?

Do you have siblings or friends whose parents track them?

In general, do you think parental use of location trackers is a good use of technology? Does it make children safer and relieve parental anxiety? Does it make teenagers behave more responsibly? Or, does it negatively affect children’s sense of freedom and independence?

In “The Rise of Location Trackers for Kids as Young as 3,” Jessica Grose writes:

One of my fondest memories from late elementary school is walking a mile home with a pack of friends. It’s a composite of many days when we’d stop at a park next to the train station on our way home and play tag or swing, our legs pumping in the cool fall air. Our parents didn’t know our exact coordinates, and they didn’t seem to care that we didn’t come home at the same time every day. I recall feeling high on that freedom — it’s a feeling I want my kids to have, too.

This vision of childhood seems harder and harder to realize today.

She continues:

Many of the products marketed to parents include some texting, phone call and pedometer features, but one of their major selling points is safety. For example: “The Wizard lets kids be kids and gives parents the confidence to allow their children to explore the world outside, without the stress and fear of wondering where they are or if they are safe.” Parents in online reviews echo the latter sentiment, about assuaging parental anxiety — “Nowadays you just can’t be too safe!” these parents are saying, and, “You want to know where they are and that they are safe at every moment.”

But these products miss the point of what it means to be a kid, hampering children on the road to independence. And more heartbreakingly, trackers may prevent our kids from feeling truly free.

Ms. Grose writes about why her friend uses the Gizmo watch to track his daughter:

He described his fear as a “vague paranoia,” something deep within his lizard brain that’s calmed by knowing where she is. To him, the Gizmo provides a compromise for his family. Deep down he does want to give his daughter freedom like he had, because he started walking to school in second grade, but he still feels the need to find “a middle way” between giving her total independence and keeping her on the parental leash. “I think helicopter parenting has a real cost” for children, he said.

GPS tracking of such young children is so new, there isn’t reliable research on it — most of the research about children and smartwatches is about weight loss using the pedometer function. With that caveat in mind, the child development experts I spoke to were concerned that tracking young children may get in the way of their developing autonomy and responsibility, and it may also make them more anxious. After all, adults feel completely freaked out when they discover their location is being tracked without their active consent — why wouldn’t kids?

During the elementary school years, children should become more and more responsible and independent, and we need to give them appropriate boundaries. If you tell them that they’re not allowed to leave the neighborhood, and they need to be home at a certain time but you’re still monitoring their movements, that’s a problem.

“You’re trusting a device instead of trusting your child,” said Sally Beville Hunter, assistant clinical professor in child and family studies at the University of Tennessee, Knoxville.

They might not be learning critical skills like knowing where they are and keeping track of time, if they know their parents will be yelling at them through a smartwatch to come home for dinner, Dr. Hunter said. Children’s brains are still developing. If you don’t let them develop these skills, she said, “The part of their brain that’s supposed to be maturing in a more responsible way has shifted.”

Dr. Joseph F. Hagan Jr., a clinical professor in pediatrics at the University of Vermont, was also concerned about the subliminal messages this kind of monitoring may be sending children. The risk to their social and emotional development isn’t just about threats to their autonomy; it’s also about the anxiety that can arise from “being exposed to a world being painted to them as dangerous, when it’s not all that dangerous,” Dr. Hagan said. There is some evidence that anxiety among children is on the rise — a study published in 2018 showed that diagnoses of anxiety for children 6 to 17 rose nearly 20 percent from 2003 to 2012 — and we don’t need to add to it, especially considering that children are far safer by many measures than they were 50 years ago.

Students, read the entire article, then tell us:

  • What is your reaction to the article? Do you think parents and caregivers should use GPS devices to track their children? Are these trackers beneficial to parents? Are they helpful to children? Why?

  • Do you think there is an age at which it is appropriate or necessary for children to be tracked by their parents using GPS? Do you think trackers keep children safe? Do they make kids and teenagers more responsible and accountable because they know their parents are watching them?

  • Do you think there are downsides to parents tracking their children using technology? Do you think the use of GPS trackers might negatively impact child development? Do you think they erode trust between parents and children?

  • How protective are your own parents or guardians? Do you think their fears about your safety are reasonable, or do you think they are overly concerned? Do they generally worry about where you go and with whom you spend time?

  • In general, how do your parents know if you are where you are supposed to be? When you are out, do they have a way of tracking you or getting in touch with you? Do you have agreements about when and how frequently you have to check in with them? Should your parents just trust that you are where you say you are, or do they have cause to be worried?

  • Would you characterize your childhood as one with a lot of freedom? What about now that you are a teenager? Are you allowed to go out alone in your neighborhood? With friends? To school? Do you wish that you had more freedom, or do you think your parents give you the appropriate amount of independence?


Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘For Paris Olympics, Surfing Will Head to Tahiti’s “Wall of Skulls”’

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Lesson of the Day: ‘For Paris Olympics, Surfing Will Head to Tahiti’s “Wall of Skulls”’

Find all our Lessons of the Day here.

Featured Article: “For Paris Olympics, Surfing Will Head to Tahiti’s ‘Wall of Skulls’” by Victor Mather and Talya Minsberg

The 2020 Sumer Olympics in Tokyo are just around the corner. But Paris, which is hosting the 2024 Summer Games, is already making plans for its surfing competition. Instead of to the coast of France, surfers in 2024 will travel to Teahupo’o, Tahiti, an overseas collective of France that is home to some of the world’s most dangerous waves.

In this lesson, you’ll learn what makes this location a draw for some of the best surfers in the world. Then you’ll explore ethical questions related to surfing.

Watch this video compilation of surfers in Teahupo’o, Tahiti. Then respond to the questions below:

  • What do you notice about the conditions at Teahupo’o and the type of surfing that is done there?

  • What is your reaction to what you see?

  • Teahupo’o roughly translates to “wall of skulls.” Why do you think it’s named that? What did you see in the video that makes you say that?

Read the article, then answer the following questions:

1. Why is the surf competition for the 2024 Olympics in Paris taking place in Teahupo’o, Tahiti, instead of in France?

2. What unique characteristics make Teahupo’o a desirable location for a world-class surf competition?

3. Compare the surfing in Tahiti to that of Shidashita Beach in Japan, where the contest will take place for this summer’s Tokyo Games. Why does Keala Kennelly say spectators “are going to question whether it’s the same sport”?

4. Media literacy. Watch the two videos from Teahupo’o embedded in this article. How do they add to your understanding of the article? Why do you think the editors included them?

5. What are the advantages and disadvantages of using a wave machine for the Olympic Games? Do you think this technology is a good option? Why or why not?

6. Why does Kennelly think she would be “the person to beat” if she were to compete at Teahupo’o? Do you think she would have a good chance?

This article raises some questions about ethics involved in surfing. Write a list of ethical questions of your own about the sport. These might be related to the dangers associated with surfing, the use of technology, gender parity or anything else mentioned in the article.

Remember, ethical questions often ask us what the “right” thing to do is, based on our ideas about morals, responsibilities, rights and values.

For example, in our Student Opinion feature, The Learning Network has asked questions like whether it is selfish to pursue risky sports, if technology should be limited in sports and if sports should be coed.

If you want to explore beyond the article, you can come up with questions based on your own experience of surfing or on articles from the Times Topics Surfing page.

If you have more time …

Choose one of the questions you came up with and respond to it. What do you think is the right thing to do? Draw on evidence from the article, your own experience or other sources to support your response.

Vibrant Youth

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Vibrant Youth

What story does this image inspire for you?

Tell us about a memory from your own life that this illustration makes you think of — or use your imagination to write the opening of a short story or poem from the perspective of one of the people pictured.

Post it in the comments, then read the related article to find out what it’s all about.


Find many more ways to use our Picture Prompt feature in this lesson plan. You can find all our Picture Prompts in this column.

How Much Do You Know About Belize?

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How Much Do You Know About Belize?

Can you find Belize on a map? What else do you know about this Central American nation with a population of about 375,000?

Coronavirus Quarantine May Ignite an Online Education Boom

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Coronavirus Quarantine May Ignite an Online Education Boom

The
coronavirus, also known as COVID-19, has been deemed a public health emergency
and has been provoking fear for those looking to fulfill their educational
dreams. This virus has emerged from China and has now been found starting to
spread within the United States. This outbreak has come with many economic and
social complications that have drastically affected the educational industry,
potentially causing permanent systematic alterations. Even with this being the
case, students can still reach their educational goals through online courses,
which can simultaneously rid their fears of catching the virus and losing out
on their education.

Disrupted Physical Education

In
China right now, there are about 180 million students that are unable to travel
to their schools. In addition, their spring semester start date has been
postponed, with no new date as of yet. Due to this, many of the institutions
there are trying to shift their methods to become online educators. Australia
is not too far behind with their online education growth, considering they rely
heavily on Chinese students for enrollments. The well-equipped institutions
that have the right technology to provide online courses have been helping the
stranded students with their educational needs.

With
travel bans, quarantines, and the immense warnings to stay safe during this
outbreak, institutions all around the globe have been responding to it by
offering more online learning and preparing for when something like this may
occur again. Online education is a way for prospected students to still follow
their dreams without having to worry about exposing themselves to public places
that may contain the coronavirus.

Will EdTech Begin to
Thrive?

EdTech
is aimed to improve education, teaching, and learning processes through
innovative technology. Though this sounds great on paper, educational
technology has had a significant history of struggling to get large groups to
adopt their practices.

With the rise of the coronavirus, it will be fascinating to see if people will begin to sway more towards the implementation of this when choosing computer programs, apps, or devices for the classroom. Because of the coronavirus booming online educational traffic, investors in EdTech are hoping that there will be mass adoption of these companies by students and teachers in the near future.

The Coronavirus May Be
a ‘Black Swan’ Event

The
term “black swan” derives from a Nassim Taleb, a Lebanese-American scholar,
statistician, and former options trader. 
It means that things such as the coronavirus, or September 11th attacks are rare occurrences that were unpredictable, but drastically change
the course of history. These are moments in time that create chaos in the
short-term but drive significant changes.

With
that being said, the coronavirus may be the “black swan” event that
will change the educational industry. For instance, the SARS outbreak forced
China to boost alternative methods for long-distance education, leading to more
diverse uses of online tools. It could be possible that the coronavirus will
motivate the drive to enhance connectivity and infrastructure within
educational systems that can resource the endeavor adequately, making it easy
and effective for students to learn online. 

Online Education Remediates
Fear

Aside
from keeping students on track to earn their degree and follow their dreams,
online education has significantly decreased the widespread panic due to the
coronavirus emergency. There are two main fears that students have as the
coronavirus wreaks havoc, and that is catching the virus themselves and not
being able to partake in their education, ultimately putting them behind to
earn their degree.

Though this is an intense fear, they can remediate it by choosing an online education alternative. Now that this option is more prevalent than ever as more universities offer online courses as a direct response to this outbreak, students can be more at ease knowing they can stay clear of public places and not miss out on learning. They can take courses in the comfort of their own home and avoid being exposed to infected public locations that could subject them to getting sick.

You can also read: How has technology changed education?

Final Thoughts

Though
the coronavirus is currently at a peak, so is online education. If online
education becomes the new norm, there may be a shift in educational systems
worldwide. Universities are moving, and may continue to move, quick to provide
online courses to keep up with the demand, meaning there will be many more
online options for students than ever before.While online education is at an all-time high
and has been highly effective in keeping people safe from viral exposure, make
sure to take other necessary precautions as well. The World Health
Organization
lists helpful
recommendations to follow, so you can protect yourself and reduce your chances
of getting sick.

COVID-19: How does coronavirus compare to other outbreaks?

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COVID-19: How does coronavirus compare to other outbreaks?

Since the first case of coronavirus on 1st December 2019, there have been over 100,000 cases of the disease worldwide, in over 65 countries.

Despite the extreme measures taken to try and reduce the spread, the WHO has been careful not to call it a pandemic at this stage. 

You may remember previous pandemics that have occurred over the last decade or more, including swine flu, bird flu, and SARS, but it can be hard to figure out how coronavirus compares. 

Take a look at our guide below to see how coronavirus compares to these outbreaks and historical pandemics that reshaped the global population.

At the time of writing this, the novel coronavirus or COVID-19 has :

  • Infected over 100,000 people, with 41,000 active cases
  • Resulted in 3,400 deaths and 55,000 recoveries 
  • Affected 65 countries 
  • A Case Fatality Rate (CFR) of 3.4% globally, which means that 3.4% of people who contracted the disease have died. This differs according to location and age:
    • 2-4% in Wuhan, China (the epicentre of the outbreak)
    • 14.8% in people aged 80+
    • 1.3% in people aged 50-59
    • 0.4% in people aged 40-49
    • 0.2% in people aged 10-39

If you’d like to learn more about the novel coronavirus, how it’s transmitted, and measures we can take to slow its progress, join our new COVID-19 coronavirus course from the London School of Hygiene & Tropical Medicine. The first week starts on 23rd March. 

Coronavirus vs. flu (seasonal influenza) – reoccurring 

Seasonal flu, or influenza, happens every year worldwide – typically between December and February. It’s difficult to estimate exactly how many cases there are per year as it’s not a notifiable illness (so it doesn’t have to be reported to local authorities), and most people with mild symptoms don’t even visit a doctor. Current estimates put the CFR (Case Fatality Rate) at 0.1%.  

There are an estimated 3-5 million cases of severe flu each year, and around 250,000-500,000 deaths worldwide. 

In most industrialized countries, deaths mostly occur in people who are aged 65+. Otherwise, it’s dangerous to pregnant women, children under 59 months, and people with chronic medical conditions. 

The annual vaccine reduces transmission and serious complications in most developed countries, but it is still an accepted but unpleasant part of every winter. 

Compared to seasonal flu, coronavirus:

  • is less widespread
  • has resulted in fewer deaths so far
  • has a higher CFR (Case Fatality Rate)
  • has no vaccine.

Coronavirus vs. bird flu (H5N1 and H7N9) – multiple outbreaks

There have been multiple outbreaks of bird flu (or avian flu) over the years, including the most recent in 2013 and 2016. These are typically from 2 different stains – the H7N9 virus and H5N1. 

The H7N9 epidemic in 2016 made up a third of all human cases reported but was still limited compared to both the coronavirus and other outbreaks/pandemics in this list. There have been 1,233 laboratory-confirmed cases of bird flu since the first epidemic. 

The illness has a Case Fatality Rate (CFR) of 20-40%, which means that 20-40% of cases resulted in death.

While the rate is very high, the spread from person to person is limited which has, in turn, reduced the number of associated deaths. It’s also hard to track since birds don’t always die from the illness. 

Compared to bird flu, coronavirus:

  • is more widespread
  • is spread more easily via human to human contact
  • has a lower CTR 
  • resulted in more deaths overall
  • has moved further from the original source.

Coronavirus vs. Ebola epidemic (EBOV) – 2013

The Ebola outbreak of 2013 was mostly concentrated in 10 countries, with Guinea, Sierra Leone, and Libera worst hit, but the very high CFR of 40% made this a serious concern for health officials worldwide. 

Between 2013 and 2016, there were 28,646 suspected cases and 11,323 deaths, but both of these figures are likely to be under-estimations.

People who survived the initial outbreak may still fall ill months or even years afterwards, as the virus can lie dormant for extended periods. 

Fortunately, a vaccine was introduced in December 2016 and is considered effective. 

Compared to Ebola, coronavirus:

  • is more widespread worldwide
  • resulted in fewer deaths
  • has a lower CFR
  • has no known complications after recovery 
  • does not have an effective vaccine.

Coronavirus vs. camel flu (MERS) – 2012

Camel flu is a misnomer – while camels do have antibodies to MERS and may have been involved in spreading the disease; it was initially introduced to humans via bats. 

Like ebola, it only affected a small number of countries (27), but 858 deaths from 2,494 laboratory-confirmed cases flagged this as a serious threat if measures weren’t put in place to contain it. 

Compared to camel flu, coronavirus:

  • is more widespread worldwide
  • has resulted in more deaths
  • has a lower CFR
  • spreads more effectively between humans.

Coronavirus vs. swine flu (H1N1) – 2009-2010

Swine flu is the same strain of flu that wiped out 1.7% of the global population in 1918. It was declared a pandemic again in June 2009, and an estimated 11-21% of the world population contracted it. 

Fortunately, the CFR is considerably lower than in the previous pandemic, with 0.1-0.5% of cases resulting in death. 18,500 of these deaths were laboratory-confirmed, but estimates are as high as 151,700-575,400 globally. 

50-80% of severe cases were found in people who had underlying conditions such as pregnancy, asthma, diabetes, and cardiovascular disorders. 

Compared to swine flu, coronavirus:

  • is less widespread
  • has caused fewer deaths
  • has a higher CFR
  • has a longer incubation period
  • affects young people less 

Coronavirus vs. SARS (Severe Acute Respiratory Syndrome) – 2003 

SARS was identified in 2003 when it passed from bats to humans resulting in 774 deaths. There were ultimately 8,100 cases across 17 countries – by May, WHO reported a 15% CFR.

The figure is likely closer to 9.6% when suspected cases are included, with a 0.9% CTR for people aged 20-29, growing to 28% for people aged 70-79. Like coronavirus, SARS had worse outcomes for males than females across all age groups. 

Compared to SARS, coronavirus:

  • is more widespread
  • has resulted in more deaths overall
  • has a lower CFR
  • also has higher CFR in older age groups
  • also has worse outcomes for males.

Coronavirus vs. Hong Kong flu (H3N2) – 1968-1969

The Hong Kong flu pandemic appeared on 13th July 1968 – by 1969 it had caused 1-4 million deaths worldwide. It was one of the biggest flu pandemics of the 20th century, but fortunately had a lower CFR than the outbreak of 1918 so caused fewer deaths overall.

This may have been because people had developed immunity due to a similar outbreak in 1957, and thanks to improved medical care. 

Compared to the Hong Kong flu, coronavirus:

  • is less widespread
  • has resulted in fewer deaths
  • has a higher CFR. 

Coronavirus vs. Spanish flu (H1N1) – 1918

The Spanish flu pandemic of 1918 was one of the deadliest disease events in human history. 

In the first year of the pandemic, the life expectancy in the USA dropped by 12 years, and within 24 weeks the disease killed more people than HIV/AIDS did in 24 years. 

Despite the name, the outbreak didn’t actually originate in Spain; wartime censors in Germany, UK, USA, and France suppressed reports of the disease, but Spain did not, giving the false impression that it was suffering more cases and deaths compared to its neighbours. 

This strain of H1N1 ultimately infected over 500 million people, or 27% of the global population at the time, and had a death toll of 40-50 million (although some estimates are as high as 100 million). 

By the end of 1920, 1.7% of the global population had died of this disease, with an unusually high mortality rate for young adults between 20 and 40 years old. 

Compared to the Spanish flu, coronavirus:

  • is less widespread
  • has resulted in fewer deaths
  • has a similar CFR 
  • is more dangerous for older age groups
  • is less dangerous for people aged 20-40 years old.

Coronavirus vs. Black Plague – 1327

It took over 200 years for the European population to recover from the black plague, with some areas only reaching their pre-1327 populations in the 19th century. 

Estimates say that it reduced the world population by 25%, while Europe was even harder hit and lost 30-60% of its population. 

Details such as CFR and definite infection rates are difficult to know for certain given the time period, but it was one of the world’s deadliest pandemics. 

Compared to the black plague, coronavirus:

  • is less widespread
  • has resulted in fewer deaths
  • likely has a lower CFR. 

Coronavirus vs. common cold (Typically Rhinovirus) 

The common cold is the most common disease affecting humans – the average adult suffers from 2-3 colds per year, and the average child may catch 6-8 over the same time period. 

While there are over 200 virus strains associated with the cold, complications are rare and deaths are very unusual and only typically occur in the very old, very young, or immunosuppressed. 

Compared to the common cold, coronavirus:

  • is less widespread
  • results in more deaths
  • has a higher CFR
  • is less common
  • is less likely to affect young children. 

How to Slow the Coronavirus Outbreak 

Coronavirus is still an active outbreak, and it’s important to take steps to reduce both your chance of contracting it and the spread of disease if you do fall ill. 

The WHO advice is to:

  • Wash your hands frequently with alcohol-based hand rub or soap and water.
  • Maintain social distancing (at least 1 metre/3 feet between yourself and anybody who is coughing or sneezing).
  • Avoid touching your eyes, nose, and mouth.
  • Cover your mouth and nose when you cough or sneeze, ideally with your bent elbow or a tissue.
  • Seek medical care early if you have a fever, cough, and difficulty breathing.
  • Take protection measures if you are in or have recently visited areas where coronavirus is spreading.

If you would like to grow your understanding of coronavirus, how it works, and how to respond to this outbreak, join our free course COVID-19: Tackling the Novel Coronavirus, created by the London School of Hygiene & Tropical Medicine.  

Sources:
https://ojs.wpro.who.int/ojs/index.php/wpsar/article/view/108/8 
https://www.cdc.gov/flu/pandemic-resources/basics/about.html
https://apps.who.int/iris/bitstream/handle/10665/70863/WHO_CDS_CSR_GAR_2003.11_eng.pdf?sequence=1&isAllowed=y 
https://apps.who.int/iris/bitstream/handle/10665/44123/9789241547680_eng.pdf
https://apps.who.int/iris/bitstream/handle/10665/232955/WER8049_50_428-431.PDF;jsessionid=24932D997988C43B7E2562BBBFB00E68?sequence=1 
https://www.ncbi.nlm.nih.gov/books/NBK22148/ 
https://www.who.int/news-room/fact-sheets/detail/influenza-(seasonal) 
https://www.cdc.gov/h1n1flu/estimates_2009_h1n1.htm
Category Coronavirus, Current Issues