coronavirus article writing in english

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Covid 19 Essay in English

Essay on Covid -19: In a very short amount of time, coronavirus has spread globally. It has had an enormous impact on people's lives, economy, and societies all around the world, affecting every country. Governments have had to take severe measures to try and contain the pandemic. The virus has altered our way of life in many ways, including its effects on our health and our economy. Here are a few sample essays on ‘CoronaVirus’.

100 Words Essay on Covid 19

200 words essay on covid 19, 500 words essay on covid 19.

COVID-19 or Corona Virus is a novel coronavirus that was first identified in 2019. It is similar to other coronaviruses, such as SARS-CoV and MERS-CoV, but it is more contagious and has caused more severe respiratory illness in people who have been infected. The novel coronavirus became a global pandemic in a very short period of time. It has affected lives, economies and societies across the world, leaving no country untouched. The virus has caused governments to take drastic measures to try and contain it. From health implications to economic and social ramifications, COVID-19 impacted every part of our lives. It has been more than 2 years since the pandemic hit and the world is still recovering from its effects.

Since the outbreak of COVID-19, the world has been impacted in a number of ways. For one, the global economy has taken a hit as businesses have been forced to close their doors. This has led to widespread job losses and an increase in poverty levels around the world. Additionally, countries have had to impose strict travel restrictions in an attempt to contain the virus, which has resulted in a decrease in tourism and international trade. Furthermore, the pandemic has put immense pressure on healthcare systems globally, as hospitals have been overwhelmed with patients suffering from the virus. Lastly, the outbreak has led to a general feeling of anxiety and uncertainty, as people are fearful of contracting the disease.

My Experience of COVID-19

I still remember how abruptly colleges and schools shut down in March 2020. I was a college student at that time and I was under the impression that everything would go back to normal in a few weeks. I could not have been more wrong. The situation only got worse every week and the government had to impose a lockdown. There were so many restrictions in place. For example, we had to wear face masks whenever we left the house, and we could only go out for essential errands. Restaurants and shops were only allowed to operate at take-out capacity, and many businesses were shut down.

In the current scenario, coronavirus is dominating all aspects of our lives. The coronavirus pandemic has wreaked havoc upon people’s lives, altering the way we live and work in a very short amount of time. It has revolutionised how we think about health care, education, and even social interaction. This virus has had long-term implications on our society, including its impact on mental health, economic stability, and global politics. But we as individuals can help to mitigate these effects by taking personal responsibility to protect themselves and those around them from infection.

Effects of CoronaVirus on Education

The outbreak of coronavirus has had a significant impact on education systems around the world. In China, where the virus originated, all schools and universities were closed for several weeks in an effort to contain the spread of the disease. Many other countries have followed suit, either closing schools altogether or suspending classes for a period of time.

This has resulted in a major disruption to the education of millions of students. Some have been able to continue their studies online, but many have not had access to the internet or have not been able to afford the costs associated with it. This has led to a widening of the digital divide between those who can afford to continue their education online and those who cannot.

The closure of schools has also had a negative impact on the mental health of many students. With no face-to-face contact with friends and teachers, some students have felt isolated and anxious. This has been compounded by the worry and uncertainty surrounding the virus itself.

The situation with coronavirus has improved and schools have been reopened but students are still catching up with the gap of 2 years that the pandemic created. In the meantime, governments and educational institutions are working together to find ways to support students and ensure that they are able to continue their education despite these difficult circumstances.

Effects of CoronaVirus on Economy

The outbreak of the coronavirus has had a significant impact on the global economy. The virus, which originated in China, has spread to over two hundred countries, resulting in widespread panic and a decrease in global trade. As a result of the outbreak, many businesses have been forced to close their doors, leading to a rise in unemployment. In addition, the stock market has taken a severe hit.

Effects of CoronaVirus on Health

The effects that coronavirus has on one's health are still being studied and researched as the virus continues to spread throughout the world. However, some of the potential effects on health that have been observed thus far include respiratory problems, fever, and coughing. In severe cases, pneumonia, kidney failure, and death can occur. It is important for people who think they may have been exposed to the virus to seek medical attention immediately so that they can be treated properly and avoid any serious complications. There is no specific cure or treatment for coronavirus at this time, but there are ways to help ease symptoms and prevent the virus from spreading.

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Writing about COVID-19 in a college admission essay

by: Venkates Swaminathan | Updated: September 14, 2020

Print article

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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CAREER COLUMN
24 March 2021

Coronavirus diaries: the COVID 19

John Tregoning 0

John Tregoning is a reader in respiratory infections in the Department of Infectious Disease, Imperial College London, UK. He runs a blog on academic life.

You can also search for this author in PubMed Google Scholar

There I was exactly one year ago, on 24 March 2020, in the gaps between home-schooling and ‘home baking’, wondering what on Earth I should do with my time while my laboratory was shut. In the absence of pipettes, the main thing available to me was writing. I’ve enjoyed writing since my undergraduate days, and I’d done a few pieces on scientific life here and there — but these had been a sideshow, not the main event. The change in my daily schedule led me to contact Jack Leeming, a careers editor at Nature, to find out whether he would let me produce a weekly column. These slowly morphed into the coronavirus diaries.

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doi: https://doi.org/10.1038/d41586-021-00796-4

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> Understanding Coronavirus
> Introduction

Book contents

Understanding Coronavirus
Series page
Copyright page
Preface to the Revised and Updated Edition
Preface to the First Edition
Abbreviations
1 Introduction
2 How Is the Coronavirus Spreading?
3 What Is a Coronavirus?
4 How Is the Coronavirus Changing?
5 How Did the COVID-19 Outbreak Start and Evolve?
6 How Does the COVID-19 Outbreak Compare to the SARS Outbreak in 2003?
7 How Does the COVID-19 Outbreak Compare to Seasonal and Pandemic Influenza?
8 How Can We Treat the Virus and Prevent Infections?
Conclusions
Summary of Common Misunderstandings
Suggested Further Reading
Figure and Quotation Credits

1 - Introduction

Published online by Cambridge University Press: 29 September 2021

At the end of December 2019, an outbreak of pneumonia cases of unknown origin was reported in Wuhan, Hubei province, China. The patients presented with high fever and had difficulty breathing. Some, but not all, of these cases were in people who visited the Huanan Seafood Wholesale Market, where, in addition to seafood, a variety of live animals were also sold. Other infections occurred in people staying at a nearby hotel on December 23–27. All tests carried out by the Chinese Center for Disease Control and Prevention for known viruses and bacteria were negative, indicating the presence of a previously unreported agent. A new virus was isolated and its genome sequenced, revealing a similarity with SARS-like coronaviruses found in bats. Although very similar to the virus causing severe acute respiratory syndrome (SARS) in 2003, it was different enough to be considered a new human-infecting coronavirus. Clusters of infected families, together with transmission in medical settings, indicated that the virus had the ability to undergo human-to-human transmission. A month later, by the beginning of February 2020, the virus was found in several countries across the globe, and on March 11, 2020, the World Health Organization (WHO) declared it a global pandemic. The disease caused by the new coronavirus was called coronavirus disease 19, or COVID-19.

The single biggest threat to man’s continued dominance on the planet is the virus.

Viruses populate the world between the living and the non-living, the molecules that can duplicate themselves and the ones that cannot. Inherent in the organization and properties of viruses are many of the secrets of life …

The rapid pace of these events led to significant confusion. Attitudes and perceptions in the population varied dramatically, from denial to serious concern and panic, mimicking the disparate comments and actions taken by public authorities and the media. After the declaration of the pandemic and the first serious outbreaks in Wuhan, Northern Italy, Spain, and Iran, it became clear that the emergence of this virus was a serious threat, and could lead to a significant overloading of healthcare systems. By the end of March 2020, the USA, the UK, India, and most countries in Europe had reported an escalating number of cases and deaths, and had implemented extensive public health measures, including lockdowns. The associated effects on the economy were daunting, including foreclosure of many businesses, escalating unemployment, international travel bans, market uncertainty, and significant reduction of demand for and production of goods and services, among many others.

Unfortunately, the confusion of the first few months of the pandemic led to a profusion of myths, large amounts of inconsequential information, and conspiracy theories that infected the Internet faster than the virus spread around the world. In trying to make sense of the situation, and to create a coherent narrative that incorporates the overwhelming data, many questions have arisen: questions about the nature of the virus and the disease it causes, about its changes, and about the future. This book addresses some of these questions. I have decided to structure the book in the form of a dialogue, of simple questions and answers. Most of these questions came from family, friends, and colleagues.

This book is aimed at the lay reader, one who has minimal knowledge of biology, virology, epidemiology, or medicine in general. I have tried to make the chapters self-contained, and they can be read in any order, although I recommend reading the first four chapters first, in order to get a clearer understanding of the biological and epidemiological concepts that are discussed in the chapters about specific viruses and outbreaks. Because this book is a short introduction to the topic, there are some important details that are overlooked. To compensate for the superficiality in how some themes have been treated, I have included at the end of the book a list of recommended reading material that will guide the interested reader to more in-depth treatment of specific topics. This material has been selected from among recent scientific journal papers of broader scope, and from textbooks. I would encourage the enthusiastic reader to follow up with these references. I apologize to some of the researchers whose work I have not been able to discuss or mention due to the introductory nature of this book.

Viruses are fascinating entities that awaken our deepest fears. The history of humankind is literally plagued with the narration of the devastating effects of infectious diseases, in which viruses have been major players. Smallpox killed one in every three people it infected, with an estimated 300 million deaths in the past century. The infamous Spanish Influenza of 1918 shocked the world with its rapid spread, completely overwhelming healthcare systems, and with its vicious attack on the young adult population. The human immunodeficiency virus (HIV) in the 1980s marked a then-young generation and challenged a rapidly evolving society. Rotavirus infection, a vaccine-preventable disease, is one of the most common causes of diarrhea in young children, and kills more than 100,000 children every year. Many other examples, recent and historical, easily come to mind.

Once an infectious pathogen appears, we would like to understand and quantify how it is spreading, what its effects are in the population, and how the efficacy of different public health measures can be evaluated. In the rapid expansion of the COVID-19 virus around the world, we have observed and experienced the role of drastic public health policies that have changed our social lives dramatically, and we have witnessed the rapid growth of cases and deaths associated with the disease. Chapter 2 deals with basic concepts in epidemiology – the science of evaluating the distribution of diseases and different control measures.

What do we know about the virus that causes COVID-19? The coronavirus disease, or COVID-19, is caused by the SARS coronavirus 2, or SARS-CoV-2. Chapter 3 explores viruses, and coronaviruses in particular. Viruses are the most common biological entity on Earth and are present in every realm of the surface of this planet. Only a very small fraction of them interact with humans, and only a small fraction of those are pathogenic. The pathogenic viruses, however, have captured most of the attention of the scientific community. Coronaviruses constitute a particular type of virus that can be found in mammals and birds. Some coronaviruses cause disease in humans, but most of them infect other species, such as bats, without apparent disease. Four coronavirus types are found commonly in humans and induce typical cold symptoms. Others can cause severe disease, like bronchitis in chickens or diarrhea in pigs. Some, as we have seen with the virus causing COVID-19, can cause severe disease in humans. Many questions come to mind. Is this a new virus? Where is it coming from? How does it relate to other coronaviruses? In the third chapter of this book I provide some basic notions of what viruses are, and describe coronaviruses in particular. I explain the different types of coronaviruses and where they can be found. All coronaviruses share a common but highly distinctive structure. I also briefly explain how they enter and leave infected cells.

How was the coronavirus that causes COVID-19 able to infect and spread in humans? To answer this question, we need to understand how viruses evolve. Viruses are the tiniest and most rapidly evolving biological entities known. Changes in viral genomes happen almost continually. All changes in viruses can be read in their tiny genomes, which keep all the information on the virus and its history. Reading genomes is like reading a history book, where the main characters are viruses. This record not only portrays the history, but also allows one to infer the rules of the processes that dictate the changes. Through the recent developments in genomic technologies, viral genomes can be sequenced rapidly and their changes can be observed almost in real time. As the COVID-19-causing virus spreads across the globe, we will be able to follow a parallel history by reading the genomes of the viruses collected in different parts of the world.

Chapter 4 explains the two main mutational mechanisms that drive the evolution of coronaviruses. The first one is what is known as the “sloppiness” of the replication machinery. Once a virus infects a cell, it makes tens of thousands of copies of itself. But these copies are sometimes (often) imperfect, with small variations on the main theme. Many times, these changes lead to a faulty copy. But sometimes, the new virus can acquire new abilities that become useful to the virus, such as the ability to enter a new type of cell or to evade recognition by the immune system of the organism it is infecting. But an even more dramatic mechanism is pervasive in coronaviruses: recombination. In a recombination event, two different viruses can swap genomic material rapidly, quickly acquiring new abilities. The combination of these two processes – sloppiness and recombination – shapes the evolution of coronaviruses. We will talk about these two mechanisms and how they can be read from viral genomes. Understanding how viruses evolve is far from an academic exercise: it will be fundamental to understanding the situation we are living in and what we have to do to be prepared.

Chapters 2 – 4 provide a background to contextualize the emergence of the virus that causes COVID-19, which is discussed in Chapter 5 . Using genomic information, we relate the genome of the new virus, SARS-CoV-2, to other known viruses and where they were found. The new virus is related to SARS-CoV, the agent that caused the 2002–2003 SARS outbreak, and to many other viruses found in other species, mostly bats. I narrate the first known events in the history of this outbreak, how it was first identified, and how it has been evolving. I then discuss the disease caused by the virus – COVID-19 – its symptoms, and how it causes disease and death. I also devote some time to the demographics of the populations at risk, how it is affecting more men than women, and the effects on children.

Chapter 6 is devoted to the outbreak that occurred in 2002 and 2003 due to one of the closest relatives of the virus that causes COVID-19. That outbreak was SARS, and the virus was the SARS coronavirus, a close relative of SARS-CoV-2. These are the only two viruses in the same virus species that are known to have caused outbreaks in humans. There are remarkable similarities between the SARS outbreak of 2002–2003 and the COVID-19 outbreak in 2019–2020. The two viruses have many similarities in their genes, in the type of cells they infect, in how they enter cells, and in how they interact with the cell machinery and immune system. It is not surprising that the diseases caused by these two viruses share certain similarities. More interestingly, we can learn many things about the new virus causing COVID-19 from the work that scientists have carried out with the virus causing SARS. The basic biology and the clinically acquired knowledge from related viruses can help to accelerate the discovery of potential treatments for COVID-19.

Chapter 7 is a scientific misfit. It is about a virus, but not a coronavirus. Rather, it is about a virus that has been used widely as a comparison: influenza. The elements for comparison are obvious. Influenza causes respiratory diseases; it spreads through surfaces and air droplets in coughs and sneezes; and it causes severe disease in the elderly. These are all elements that are shared with COVID-19. But, in many other aspects, the SARS-CoV-2 and the influenza viruses are very different, and the diseases caused by them, and the severity of those diseases, are very different. Most importantly, for seasonal influenza, there is at least partial immunity in the population, and we have vaccines and specific drugs for treatment. None of this is true for COVID-19. The lack of immunity to the COVID-19-causing virus has taken an immunologically unprotected population by surprise, leading to a dramatic surge in cases that has pushed healthcare systems to the verge of collapse. This rapid surprise attack has occurred in the past in the context of pandemic influenza, most notably in the infamous Spanish Influenza of 1918. In 1918, it was not known that the disease was caused by a virus, and part of the world was still embroiled in a devastating war. That virus, however, was not a coronavirus, and the diseases, the populations most affected, and healthcare systems were very different. It is, however, instructive to compare some of the historical events of the Spanish Influenza of 1918 to the COVID-19 pandemic of 2020, such as how different places dealt with the unmanageable surge in the number of cases.

The last chapter of this book is about testing, our immune system, and how our immune system recognizes the virus. I will also be talking about vaccines, how they work, how long they last, and how mutations can hinder the immune response, among other things. We have now witnessed the most rapid development and widespread deployment of vaccines in human history. Within a few months of the initial outbreak in Wuhan, several vaccines were being tested in humans, and a year later the population was being vaccinated at an unprecedented rate. This astonishing enterprise, together with the societal awareness of the dangers of emerging infectious diseases, left us wondering if we will be better prepared for potential future pandemics.

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Introduction
Raul Rabadan , Columbia University, New York
Book: Understanding Coronavirus
Online publication: 29 September 2021
Chapter DOI: https://doi.org/10.1017/9781009090063.004

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Article On Covid 19

Article on COVID-19

COVID-19 or Coronavirus is a term the world has been uttering for almost two years now. The coronavirus disease is an infectious disease caused by SARS-CoV-2 virus. Since the birth of the pandemic, the world has shifted to a new normal where masks are the new accessory and sanitisers are used like sunscreens. There is a lot of information out there about the pandemic, but when you are asked to write an article on COVID-19, do not just pick information at random; instead, try to gather details that would explain the dawn of the virus, the harmful effects and the precautionary measures to be taken to keep one safe and secure.

To know more about the virus and for sample articles, go through the topics given below:

Article On COVID-19 – Symptoms And Precautions
Short Article On COVID-19
FAQs On COVID-19

Article on COVID-19 – Symptoms and Precautions

The effects of the virus are different from person to person. For most people, it starts with a common cold and fever that develops into serious respiratory problems, fatigue, soreness and loss of taste and smell. The virus has developed into a lot of variants, and each one becomes even more severe with the onset of a new variant.

The spread of the virus takes place when an individual comes into contact with an infected person. It spreads from the person’s nose or mouth when they sneeze, yawn, cough, breathe, speak or sing. We have been taught respiratory etiquette, covering our mouth and nose when coughing or sneezing and isolating ourselves when we are unwell. These are the same rules that apply to keep ourselves and others from being infected by the virus.

People affected by coronavirus show a range of symptoms from mild to severe conditions. The symptoms include cold, cough, fever, soreness, fatigue, difficulty in breathing, loss of taste and smell. These symptoms start appearing from 2-14 days after the individual has been exposed to the virus. Make sure that you get yourself tested the moment you witness any of these symptoms to prevent it from getting any worse.

Precautions

To keep yourself from being affected by coronavirus, see to that you

Wear your masks covering your nose and mouth every time you step out of your house
Wash your hands thoroughly
Sanitise yourself
Avoid eating or drinking anything cold
Eat nutritious food to build immunity
Maintain a physical distance when you are in contact with a group of people
Avoid all sorts of direct physical contact

Taking care of yourself means taking care of others too. If each one is conscious about the complications this disease can bring into their lives, it would be a lot easier to curb the spread of the virus. Be cautious. Create awareness. Stay safe.

Short Article on COVID-19

Research has shown that the outbreak of COVID-19 was in December 2019, and from then, there have been more than 600 million people who were infected with the virus and around 6.5 million deaths all around the world, according to WHO reports, as of September 30, 2022. The daily reports of people being infected and people dying have been going up, and down and the numbers vary from country to country.

Every country has been following different procedures and doing all that is possible to stop the spread of COVID-19. It is, however, dependent on the individuals. It is in our best interest that the authorities are laying out rules and regulations, and it is our responsibility to follow them and keep ourselves hygienic, which in turn will keep everyone around us safe too.

Researchers and medical practitioners have worked really hard to develop vaccines for COVID-19. COVID-19 vaccines, like any other vaccine, have side effects like fever, soreness and weakness. Many people have already been vaccinated. However, it is good to remember that being vaccinated is not the license to roam around without wearing masks and making close contact with people you meet. New variants of the virus have been evolving every now and then, and the seriousness of the disease is becoming worse with every variant. Only with collective efforts can we stop the spread of the disease.

FAQs on COVID-19

What is covid-19.

COVID-19 is an infectious disease caused by SARS-CoV-2 virus. The symptoms of the disease vary from individual to individual ranging from mild symptoms like cold and fever to severe symptoms including shortness of breath, chest pain, loss of speech or mobility and even death.

What are the organs most affected by coronavirus?

According to researchers, the organs that are most affected by the virus are the lungs.

What are the possible complications post COVID-19?

People seem to continue experiencing difficulty in breathing, soreness, fatigue, etc., even after recovering from COVID-19.

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How does the MLA style the name of the 2019 coronavirus?

Note: This post relates to content in the eighth edition of the MLA Handbook . For up-to-date guidance, see the ninth edition of the MLA Handbook .

The name of the 2019 coronavirus is styled by most organizations as either Covid-19 or COVID-19. As the Centers for Disease Control and Prevention (CDC) explains on its website, “ ‘CO’ stands for ‘corona,’ ‘VI’ for ‘virus,’ and ‘D’ for disease” (“Frequently Asked Questions). Both the CDC and the World Health Organization, which coined the abbreviation (Ghebreyesus), style the name in all capital letters. Some publications, such as The New York Times and The Guardian , style the abbreviation with an initial capital c only, as shown in articles on their websites (“Worldwide Coronavirus Cases”; Boseley et al.).

The MLA follows Merriam-Webster for spelling and The Chicago Manual of Style for capitalization and thus uses the spelling with all capital letters (“COVID-19”; “Styling COVID-19”).

Works Cited

Boseley, Sarah, et al. “What Is Coronavirus, What Are Its Symptoms, and When Should I Call a Doctor?” The Guardian , 17 Apr. 2020, www.theguardian.com/world/2020/apr/17/what-is-coronavirus-what-are-its-symptoms-and-when-should-i-call-a-doctor .

“COVID-19, N .” Merriam-Webster , 2020, www.merriam-Webster.com/dictionary/COVID-19 .

“Frequently Asked Questions.” Centers for Disease Control and Prevention, US Department of Health and Human Services, 20 Apr. 2020, www.cdc.gov/coronavirus/2019-ncov/faq.html#Coronavirus-Disease-2019-Basics .

Ghebreyesus, Tedros Adhanom. “We now have a name for the disease caused by the novel coronavirus: COVID-19. Having a name matters to prevent the use of other names that can be inaccurate or stigmatizing.” Twitter , 11 Feb. 2020, twitter.com/DrTedros/status/1227297754499764230 .

“Styling COVID-19 and Related Terms.” CMOS Shop Talk from The Chicago Manual of Style, 21 Apr. 2020, cmosshoptalk.com/2020/04/21/styling-covid-19-and-related-terms/ .

“Worldwide Coronavirus Cases Top Two Million.” The New York Times , 22 Apr. 2020, www.nytimes.com/2020/04/15/world/coronavirus-cases-world.html .

Coronavirus has led to an explosion of new words and phrases – and that helps us cope

Associate Professor in Sociolinguistics, Birmingham City University

Disclosure statement

Robert Lawson does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

Birmingham City University provides funding as a member of The Conversation UK.

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As the world comes to grips with the “new normal” coronavirus has wrought on our towns, cities and communities, society faces the challenge of figuring out how to talk about the impact the virus is having on our everyday lives.

Coronavirus has led to an explosion of new words and phrases, both in English and in other languages . This new vocabulary helps us make sense of the changes that have suddenly become part of our everyday lives.

Established terms such as “self-isolating”, “pandemic”, “quarantine”, “lockdown” and “key workers” have increased in use, while coronavirus/COVID-19 neologisms are being coined quicker than ever.

These include “covidiot” (someone ignoring public health advice), “covideo party” (online parties via Zoom or Skype), and “covexit” (the strategy for exiting lockdown), while coronavirus has acquired new descriptors – including “the ‘rona” and “Miley Cyrus” (Cockney rhyming slang).

Other terms deal with the material changes in our everyday lives, from “Blursday” (an unspecified day because of lockdown’s disorientating effect on time), to “zoombombing” (hijacking a Zoom videocall). “WFH” (working from home) and “quaranteams” (online teams created during lockdown) are helping people deal with changing work circumstances.

This is to say nothing of the metaphors people are using to talk about our response to Coronavirus, from war metaphors – for example, Boris Johnson’s briefing where he stated that: “This enemy can be deadly, but it is also beatable” – to sports , storms , monsters , natural disasters , and more .

Linguists are already starting to analyse these metaphors, while Veronika Koller of Lancaster University is crowdsourcing the non-war metaphors that people use (readers can contribute to this repository via Twitter using the #ReframeCovid hashtag).

Attention has also been paid to how effective different metaphors are in encouraging compliance with public health advice, as well as issues of translation, interpretation and access to healthcare .

The language of social crises

While the scope of lexical innovation in relation to coronavirus is unprecedented, we only need to look to other periods of history to see how such linguistic creativity manifests itself in times of serious social crisis.

World War II gave us “radar” (RAdio Detection And Ranging) as well as “fubar” (Fucked Up Beyond All Recognition), “snafu” (Status Nominal: All Fucked Up, although Situation Normal All Fucked Up is also a common interpretation).

From Vietnam we got both “clusterfuck” (a mishandled or disorganised situation) and “fragging” (the deliberate killing of an unpopular member of one’s own fighting unit, from the shortening of fragmentation grenade).

More recently, the UK’s departure from the EU (colloquially known as “Brexit”) gave us a variety of terms including “brexiteers”, “remoaners”, and “regrexit” – while conversations were dominated by new concepts such as “backstops”, “hard borders”, and “cliff edges”.

For major health pandemics, the lasting effect on language is usually that the name of the disease enters common parlance, as happened with Human Immunodeficiency Virus (HIV), Acquired Immune Deficiency Syndrome (AIDS), Spanish Flu (1918-1920), SARS (2002-2004), Swine Flu (2009) and others. But coronavirus has flipped the script and appears to be influencing public discourse beyond simply adding a new disease to the dictionary.

Given this process of lexical innovation, there are two questions worth asking: why are new coronavirus-inspired terms coined in the first place? And why have these terms found purchase in our lives so quickly? After all, new words are introduced all the time , but few of them enter the wider public consciousness in the way we’ve seen with coronavirus terminology.

Language unites

In his widely cited article on linguistic creativity , Ronald Carter, former Professor of modern English language at the University of Nottingham, makes the point that “verbal play is often undertaken for humorous purposes, serving in part to bring people closer together”, as well as challenging the “normal” view of things. Carter goes on to argue that inventive language is not just ornamental, but practical.

In a mere three months, coronavirus has fundamentally changed our ways of living. It has closed businesses and transformed our working patterns. This new vocabulary has come to be a utilitarian shorthand for talking about coronavirus-related issues – from the impact the virus has had on our working lives, to the influence of the lockdown measures – or even just a way to poke fun and laugh at the world around us. The outpouring of metaphors, neologisms and lexical innovations we have seen in the past few months points to the fact that linguistic creativity is a key part of language, reshaping our ways of engaging with the world.

This new vocabulary also helps people articulate their worries about the biggest health crisis we have seen in generations. It brings people together around a set of collective cultural reference points – a kind of lexical “social glue”. In the absence of the regular social contact, shared talk is an important part of helping people feel connected to one another.

Perhaps one of the biggest factors in the spread of coronavirus terminology is the fact that we’re more digitally connected than ever before – in a way we weren’t during the SARS outbreak in 2002 or the Swine Flu outbreak in 2009. Instant access social media is now an integral part of our lives – and we share content with friends and family through a variety of social media outlets. The scale of our online connections means that there are now far more opportunities for individuals to coin a new term and share it beyond their immediate local communities.

In times of significant social or civic change, linguistic creativity not only reflects the major preoccupations of the time, but also shows how people gather to talk about new challenges and contexts. As coronavirus rages on, understanding the language surrounding it will be ever more important.

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Editorial: Coronavirus Disease (COVID-19): The Impact and Role of Mass Media During the Pandemic

Patrícia arriaga.

1 Department of Social and Organizational Psychology, Iscte-University Institute of Lisbon, CIS-IUL, Lisbon, Portugal

Francisco Esteves

2 Department of Psychology and Social Work, Mid Sweden University, Östersund, Sweden

Marina A. Pavlova

3 Department of Psychiatry and Psychotherapy, Medical School and University Hospital, Eberhard Karls University of Tübingen, Tübingen, Germany

Nuno Piçarra

The outbreak of the coronavirus disease 2019 (COVID-19) has created a global health crisis that had a deep impact on the way we perceive our world and our everyday lives. Not only has the rate of contagion and patterns of transmission threatened our sense of agency, but the safety measures to contain the spread of the virus also required social and physical distancing, preventing us from finding solace in the company of others. Within this context, we launched our Research Topic on March 27th, 2020, and invited researchers to address the Impact and Role of Mass Media During the Pandemic on our lives at individual and social levels.

Despite all the hardships, disruption, and uncertainty brought by the pandemic, we received diverse and insightful manuscript proposals. Frontiers in Psychology published 15 articles, involving 61 authors from 8 countries, which were included in distinct specialized sections, including Health Psychology, Personality and Social Psychology, Emotion Science, and Organizational Psychology. Despite the diversity of this collective endeavor, the contributions fall into four areas of research: (1) the use of media in public health communication; (2) the diffusion of false information; (3) the compliance with the health recommendations; and (4) how media use relates to mental health and well-being.

A first line of research includes contributions examining the use of media in public health communication. Drawing on media messages used in previous health crises, such as Ebola and Zika, Hauer and Sood describe how health organizations use media. They offer a set of recommendations for COVID-19 related media messages, including the importance of message framing, interactive public forums with up-to-date information, and an honest communication about what is known and unknown about the pandemic and the virus. Following a content analysis approach, Parvin et al. studied the representations of COVID-19 in the opinion section of five Asian e-newspapers. The authors identified eight main issues (health and drugs, preparedness and awareness, social welfare and humanity, governance and institutions, the environment and wildlife, politics, innovation and technology, and the economy) and examined how e-newspapers from these countries attributed different weights to these issues and how this relates to the countries' cultural specificity. Raccanello et al. show how the internet can be a platform to disseminate a public campaign devised to inform adults about coping strategies that could help children and teenagers deal with the challenges of the pandemic. The authors examined the dissemination of the program through the analysis of website traffic, showing that in the 40 days following publication, the website reached 6,090 visits.

A second related line of research that drew the concern of researchers was the diffusion of false information about COVID-19 through the media. Lobato et al. examined the role of distinct individual differences (political orientation, social dominance orientation, traditionalism, conspiracy ideation, attitudes about science) on the willingness to share misinformation about COVID-19 over social media. The misinformation topics varied between the severity and spread of COVID-19, treatment and prevention, conspiracy theories, and miscellaneous unverifiable claims. Their results from 296 adult participants (Mage = 36.23; 117 women) suggest two different profiles. One indicating that those reporting more liberal positions and lower social dominance were less willing to share conspiracy misinformation. The other profile indicated that participants scoring high on social dominance and low in traditionalism were more willing to share both conspiracy and other miscellaneous claims, but less willing to share misinformation about the severity and spread of COVID-19. Their findings can have relevant contributions for the identification of specific individual profiles related to the widespread of distinct types of misinformation. Dhanani and Franz examined a sample of 1,141 adults (Mage = 44.66; 46.9% female, 74.7% White ethnic identity) living in the United States in March 2020. The authors examined how media consumption and information source were related to knowledge about COVID-19, the endorsement of misinformation about COVID-19, and prejudice toward Asian Americans. Higher levels of trust in informational sources such as public health organizations (e.g., Center for Disease Control) was associated with greater knowledge, lower endorsement of misinformation, and less prejudice toward Asian Americans. Media source was associated with distinct levels of knowledge, willingness to endorsement misinformation and prejudice toward American Asians, with social media use (e.g., Twitter, Facebook) being related with a lower knowledge about COVID-19, higher endorsement of misinformation, and stronger prejudice toward Asian Americans.

A third line of research addressed the factors that could contribute to compliance with the health recommendations to avoid the spread of the disease. Vai et al. studied early pre-lockdown risk perceptions about COVID-19 and the trust in media sources among 2,223 Italians (Mage = 36.4, 69.2% female). They found that the perceived usefulness of the containment measures (e.g., social distancing) was related to threat perception and efficacy beliefs. Lower threat perception was associated with less perception of utility of the containment measures. Although most participants considered themselves and others capable of taking preventive measures, they saw the measures as generally ineffective. Participants acknowledged using the internet as their main source of information and considered health organizations' websites as the most trustworthy source. Albeit frequently used, social media was in general considered an unreliable source of information. Tomczyk et al. studied knowledge about preventive behaviors, risk perception, stigmatizing attitudes (support for discrimination and blame), and sociodemographic data (e.g., age, gender, country of origin, education level, region, persons per household) as predictors of compliance with the behavioral recommendations among 157 Germans, (age range: 18–77 years, 80% female). Low compliance was associated with male gender, younger age, and lower public stigma. Regarding stigmatizing attitudes, the authors only found a relation between support for discrimination (i.e., support for compulsory measures) and higher intention to comply with recommendations. Mahmood et al. studied the relation between social media use, risk perception, preventive behaviors, and self-efficacy in a sample of 310 Pakistani adults (54.2% female). The authors found social media use to be positively related to self-efficacy and perceived threat, which were both positively related to preventive behaviors (e.g., hand hygiene, social distancing). Information credibility was also related to compliance with health recommendations. Lep et al. examined the relationship between information source perceived credibility and trust, and participants' levels of self-protective behavior among 1,718 Slovenians (age range: 18–81 years, 81.7% female). The authors found that scientists, general practitioners (family doctors), and the National Institute of Public Health were perceived as the more credible source of information, while social media and government officials received the lowest ratings. Perceived information credibility was found to be associated with lower levels of negative emotional responses (e.g., nervousness, helplessness) and a higher level of observance of self-protective measures (e.g., hand washing). Siebenhaar et al. also studied the link between compliance, distress by information, and information avoidance. They examined the online survey responses of 1,059 adults living in Germany (Mage = 39.53, 79.4% female). Their results suggested that distress by information could lead to higher compliance with preventive measures. Distress by information was also associated with higher information avoidance, which in turn is related to less compliance. Gantiva et al. studied the effectiveness of different messages regarding the intentions toward self-care behaviors, perceived efficacy to motivate self-care behaviors in others, perceived risk, and perceived message strength, in a sample of 319 Colombians (age range: 18–60 years, 69.9% female). Their experiment included the manipulation of message framing (gain vs. loss) and message content (economy vs. health). Participants judged gain-frame health related messages to be stronger and more effective in changing self-behavior, whereas loss-framed health messages resulted in increased perceived risk. Rahn et al. offer a comparative view of compliance and risk perception, examining three hazard types: COVID-19 pandemic, violent acts, and severe weather. With a sample of 403 Germans (age range: 18–89 years, 72% female), they studied how age, gender, previous hazard experience and different components of risk appraisal (perceived severity, anticipated negative emotions, anticipatory worry, and risk perception) were related to the intention to comply with behavioral recommendations. They found that higher age predicted compliance with health recommendations to prevent COVID-19, anticipatory worry predicted compliance with warning messages regarding violent acts, and women complied more often with severe weather recommendations than men.

A fourth line of research examined media use, mental health and well-being during the COVID-19 pandemic. Gabbiadini et al. addressed the use of digital technology (e.g., voice/video calls, online games, watching movies in party mode) to stay connected with others during lockdown. Participants, 465 Italians (age range: 18–73 years, 348 female), reported more perceived social support associated with the use of these digital technologies, which in turn was associated with fewer feelings of loneliness, boredom, anger, and higher sense of belongingness. Muñiz-Velázquez et al. compared the media habits of 249 Spanish adults (Mage = 42.06, 53.8% female) before and during confinement. They compared the type of media consumed (e.g., watching TV series, listening to radio, watching news) and found the increased consumption of TV and social networking sites during confinement to be negatively associated with reported level of happiness. People who reported higher levels of well-being also reported watching less TV and less use of social networking sites. Majeed et al. , on the other hand, examined the relation between problematic social media use, fear of COVID-19, depression, and mindfulness. Their study, involving 267 Pakistani adults (90 female), suggested trait mindfulness had a buffer effect, reducing the impact of problematic media use and fear of COVID-19 on depression.

Taken together, these findings highlight how using different frames for mass media gives a more expansive view of its positive and negative roles, but also showcase the major concerns in the context of a pandemic crisis. As limitations we highlight the use of cross-sectional designs in most studies, not allowing to establish true inferences of causal relationships. The outcome of some studies may also be limited by the unbalanced number of female and male participants, by the non-probability sampling method used, and by the restricted time frame in which the research occurred. Nevertheless, we are confident that all the selected studies in our Research Topic bring important and enduring contributions to the understanding of how media, individual differences, and social factors intertwine to shape our lives, which can also be useful to guide public policies during these challenging times.

Author Contributions

PA: conceptualization, writing the original draft, funding acquisition, writing—review, and editing. FE: conceptualization, writing—review, and editing. MP: writing—review and editing. NP: conceptualization, writing the original draft, writing—review, and editing. All authors approved the submitted version.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Acknowledgments

We would like to express our gratitude to all the authors who proposed their work, all the researchers who reviewed the submissions to this Research Topic, and to Rob Richards for proofreading the Editorial manuscript.

Funding. PA and NP received partial support to work on this Research Topic through Fundação para a Ciência e Tecnologia (FCT) with reference to the project PTDC/CCI-INF/29234/2017. MP contribution was supported by the German Research Foundation (DFG, PA847/22-1 and PA847/25-1). The authors are independent of the funders.

Amplifying Voices in the Pandemic: A Critical Analysis of Citizen Journalism’s Emotional Narrative During COVID-19

Published: 25 June 2024

Cite this article

Niwen Liu 1 ,
Megat Al Imran Yasin 1 ,
Syed Agil Alsagoff 1 ,
Chwee Fang Ng 1 &
Mengyu Li 2

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The global outbreak of COVID-19 has not only triggered a public health crisis but also catalyzed a significant shift in the landscape of information dissemination, with citizen journalism emerging as a pivotal force in narrating the pandemic’s multifaceted impact. This study delves into the emotional constructions within citizen journalism, particularly focusing on the narratives shared on the Global Voices platform. Employing Fairclough’s critical discourse analysis framework, we meticulously examine the linguistic strategies, including headline usage, vocabulary, and stylistic elements, that underpin the portrayal of negative emotions during the pandemic. Our analysis reveals how citizen journalists navigate the delicate balance between conveying critical information and the emotional resonance of their narratives, shaping public perception and reaction amidst widespread anxiety, panic, and anger. The emphasis on negative emotions, as delineated through our corpus of reports from January 2020 to July 2022, underscores the significant role of citizen journalism in influencing societal discourse and emotional response during times of crisis. By providing insights into the interplay between language, emotion, and societal dynamics, this research contributes to a deeper understanding of the power dynamics and ideological underpinnings inherent in the citizen journalism landscape during the COVID-19 pandemic. This study not only highlights the critical role of citizen journalism in filling the information gap left by traditional media but also underscores the challenges posed by the rapid dissemination of emotionally charged narratives, paving the way for future research on responsible reporting and the emotional well-being of the audience during health crises.

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Coda: Narrating Precarity in Times of the COVID-19 Pandemic

Despicable ‘other’ and innocent ‘us’: emotion politics in the time of the pandemic

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Liu, N., Al Imran Yasin, M., Alsagoff, S.A. et al. Amplifying Voices in the Pandemic: A Critical Analysis of Citizen Journalism’s Emotional Narrative During COVID-19. J Knowl Econ (2024). https://doi.org/10.1007/s13132-024-02149-8

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Herd immunity and COVID-19: What you need to know

Understand what's known about herd immunity and what it means for illnesses like COVID-19.

Herd immunity is the name for a point in time when it's hard for a disease to spread through a group of people. The idea of herd immunity works for some diseases, such as measles. But it's a harder concept to apply to illnesses like coronavirus disease 2019 (COVID-19).

Read on to learn how herd immunity makes sense for some diseases but not others.

Why is herd immunity important?

Herd immunity is important because it defines when a whole community is protected. That includes people who haven't caught the disease, people who had the illness and recovered, and people who got a vaccine. It also includes people who can't get a vaccine.

Data on herd immunity helps guide vaccine goals set by public health agencies.

Herd immunity can't be reached for every disease, but measles is one example of the idea. Measles is a disease caused by a virus that spreads quickly among people who've never had the disease or the measles vaccine.

As people recover or get a measles vaccine, the virus has fewer new people to infect.

The virus that causes measles doesn't change much, called mutate, over time. That means once you get the vaccine for measles or recover from the illness, you are not likely to get it again.

Based on those facts, health officials estimate that herd immunity for measles is at least 94%.

That means 94 people out of 100 in a population need to be immune to stop the spread of the measles virus. That includes measles recovery or people who got both measles vaccine shots.

So keeping at least 95% of people vaccinated against the measles virus is a public health goal. At that level, people who can't get the vaccine, such as children younger than 12 months, are protected.

How is herd immunity achieved?

Herd immunity for illnesses such as measles and polio happens when you and the people around you get vaccinated.

Before the vaccine for measles, millions of people got the disease. In the U.S., hundreds died of measles each year and thousands needed care in the hospital.

After people could get the measles vaccine, the measles virus stopped spreading in the U.S. because so many people got the shots.

Each year, there are still outbreaks of measles. These are mostly among people who haven't had a vaccine, are undervaccinated or who have a breakthrough illness. But the number of people in the U.S. who get measles is in the hundreds, not millions.

But herd immunity can be lost. If people can't get a vaccine, or choose not to, the protection among a population goes down.

During the COVID-19 pandemic, children worldwide missed getting a measles vaccine. Those missed doses led to an increase in measles cases and deaths in 2022 compared with 2021.

And the idea of herd immunity doesn't work for every disease.

Herd immunity may not be possible when viruses change a lot in a short time, as with the virus that causes COVID-19.
Reaching herd immunity is harder if a disease can be spread by people who catch the virus but don't have symptoms.
Herd immunity is much harder to achieve if the protection from having and recovering from the illness or getting a vaccine doesn't last a long time.

Spread of the viruses that cause COVID-19, flu and RSV are examples of when herd immunity may not be a realistic goal. With this type of illness, the goal is to control and limit the spread of the virus.

How can you slow the spread of respiratory disease, such as COVID-19?

Getting vaccinations as they are updated and on schedule helps lower the risk of getting sick. Testing when you have symptoms to know when you need to avoid other people can help prevent spreading a virus.

One key action you can take is to wash your hands.

Wash your hands well and often with soap and water for at least 20 seconds. If you can't use soap and water, use an alcohol-based hand sanitizer with at least 60% alcohol. Make sure people around you, especially children, know the importance of hand-washing and how to do it correctly.

If you can, try to avoid being in crowded, indoor spaces with poor airflow when respiratory viruses are spreading.

You also can take other actions to prevent the spread of germs:

Cover your coughs and sneezes. Cough or sneeze into a tissue or your elbow. Then wash your hands.
Avoid touching your face. Keeping your hands away from your eyes, nose and mouth helps keep germs from entering the body there.
Clean surfaces. Regularly clean often-touched surfaces to prevent the spread of viruses from a surface to your face.
Help others from afar. If you can, avoid close contact with anyone who is sick or has symptoms.

When respiratory illness germs are spreading in your area, wearing a mask can give you another layer of protection. These types of germs spread when people talk, sneeze, cough or sing, for example.

People who are at high risk of serious illness, or who are regularly around people at high risk, may choose to wear a mask. If you came in contact with a germ, are sick or are getting over sickness, wearing a mask can help protect the people around you.

In the U.S., the Centers for Disease Control and Prevention suggests wearing the most protective mask possible that you'll wear regularly, fits well and is comfortable.

If you have a chronic medical condition and may have a higher risk of serious illness, check with your healthcare professional about other ways to protect yourself.

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Celentano DD, et al. The dynamics of disease transmission. In: Gordis Epidemiology. 7th ed. Elsevier; 2025. https://www.clinicalkey.com. Accessed May 6, 2024.
What CDC is doing about global measles and rubella. Centers for Disease Control and Prevention. https://www.cdc.gov/globalhealth/measles/what/index.html. Accessed May 13, 2024.
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Hygiene and respiratory viruses prevention. Centers for Disease Control and Prevention. https://www.cdc.gov/respiratory-viruses/prevention/hygiene.html. Accessed May 14, 2024.
Preventing spread of respiratory viruses when you're sick. Centers for Disease Control and Prevention. https://www.cdc.gov/respiratory-viruses/prevention/precautions-when-sick.html. Accessed May 14, 2024.
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What readers have to say about long Covid, FDA and diversity, and more

By Patrick Skerrett June 29, 2024

Illustration of a large open envelope with many symbols of healthcare and science pouring out, on a purple background

F irst Opinion is STAT’s platform for interesting, illuminating, and maybe even provocative articles about the life sciences writ large, written by biotech insiders, health care workers, researchers, and others.

To encourage robust, good-faith discussion about issues raised in First Opinion essays, STAT publishes selected Letters to the Editor received in response to them. You can submit a Letter to the Editor here , or find the submission form at the end of any First Opinion essay.

“Long Covid feels like a gun to my head,” by Rachel Hall-Clifford

As someone living with chronic illness, I just want to a) applaud the author and everyone else out there who continues surviving and fighting for answers about long Covid and other post-viral syndromes and b) want to provide a bit of a public service announcement:

It’s well known amongst the community of people living with postural orthostatic tachycardia syndrome (POTS) at this juncture that long Covid is largely a trauma/virus induced dysfunction of the autonomic nervous system (aka dysautonomia), specifically POTS. Many of us have lived with the symptoms of “long Covid” long before there was Covid. Folks genetically predisposed to autoimmunity and other precursors to POTS were extremely likely triggered by the coronavirus. It pains me that this is still not common knowledge for sufferers. Please seek out help from a POTS specialist and continue digging into your underlying condition, when you have the energy, so that you can eventually regain a fuller life. It’s not easy and takes a tremendous amount of time and will. But it will be worth it. Be as well as possible!

— Sandra Ivanov

“FDA: Don’t rush publishing your diversity guidance plan. Take your time and do it right,” by Tamei Elliott and Maria Vassileva

“Equity” in clinical trial participation doesn’t mean that trials “look like America,” but rather that they “look like the therapeutic population.” But it’s got to be more than just about clinical trial participants. What’s equally important is that we must also expand diversity in clinical trial designers, recruiters, principal investigators, FDA review teams, and advisory committee members — and not just patient representatives. This isn’t the end, it is only the beginning, and the goal mustn’t be diversity for diversity’s sake, but to facilitate better trials leading to better data, better agency reviews, better and more precise labeling, resulting in and better patient options and outcomes.

— Peter Pitts, Center for Medicine in the Public Interest

“AI and rural health care: A paradigm shift in America’s heartland,” by Bill Gassen

I found some of AI’s potential cures misleading. While the article states AI does not save clinician time reducing cognitive burden, the burden of responding to patients is not lifted by text prompts. And those fully transcribed clinical encounters have to be fully reviewed. Without knowing the why of higher rates of later-stage cancers, risk calculators and reminders may not deliver on their supposed promise. Much of what AI promises is to repair the unintended consequences of the last great idea, electronic health records.

Can AI make inroads into the disparities of care for our rural citizens? Perhaps. But this, like many other articles, is more about vested interests looking at the newest shiny object that promises to “move fast, break things, and apologize later.”

— Charles Dinerstein, American Council on Science and Health

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India Wins Cricket World Cup, Sealing Its Domination of the Sport

In India, cricket has become immensely profitable and a destination for the world’s best players. But a tournament victory had eluded it for many years.

Ticker tape rains down as the India team, in orange and blue uniforms and medals round their necks, wave and cheer and hold a trophy aloft.

By Mujib Mashal

Reporting from New Delhi

India won the men’s Cricket World Cup on Saturday, defeating South Africa to end a dry spell in tournament victories that had lasted over a decade, even as the nation was dominating the sport globally in other measures like talent, cash and influence.

The tournament was played across several Caribbean islands, with a few of the matches hosted in the United States, including at a pop-up stadium in New York. When the final, in Barbados, ended with India declared the champion, it was close to midnight back home, where joyful crowds poured into the streets across several cities.

“Maybe in a couple hours it will sink in, but it is a great feeling,” said Rohit Sharma, India’s captain, who took a tour of the stadium with his daughter propped on his shoulders to thank the crowd. “To cross the line — it feels great for everyone.”

It was a closely fought match, and a deeply emotional one for India, in part because many of its senior players, including Sharma, 37, were near the end of their careers. India last won the World Cup in T20, the shortest format of cricket, in 2007, when Sharma was just getting started. The top prize had also evaded Virat Kohli, 35, one of cricket’s most recognized icons. Rahul Dravid, India’s coach, had never won a World Cup during his long and illustrious career as a player.

All three men ended the night on a happy note, with Sharma and Kohli announcing their retirement from the fast-paced short form of the game. Dravid, who finished his stint as India’s coach, is normally a quiet, stoic presence. But after the win, he was screaming and celebrating.

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