COVID-19’s Origins

COVID-19’s Origins

By Alex Wong (I) The effects of COVID-19 are a lot clearer than the causes. It has closed schools and businesses worldwide, infected over a million people, and is seriously challenging the capacity of our healthcare systems, both here in America and abroad. But how did this happen? Almost everyone can agree the virus originated in Wuhan, Hubei, China … but how? There are two major theories. 

 

The first is that it came about naturally and, according to Dr. David Lung,“was a product of […] excessive hunting and ingesting wild animals, inhumane treatment of animals, and disrespecting lives.” Animals such as bats, dogs, monkeys, and pangolins are often consumed as food, a very common practice in Mainland China. After some genome sequencing, it was determined that the Wuhan coronavirus and the bat coronavirus RaTG13 were 96% similar in terms of genome sequencing. According to an op-ed written by highly acclaimed Hong Kong epidemiologist Yuen Kwok Yung, who in 2003 helped Hong Kong fight the SARS virus, “This particular virus strand was obtained and isolated from Yunnan bats (Rhinolophus sinicus), and bats are believed to be the natural host of this Wuhan Coronavirus.” However there would need to be an intermediate host to get from bats to humans. The Wuhan coronavirus was 90% similar to a strand of pangolin coronavirus in genome sequencing, making the pangolin a likely (but not confirmed) intermediate source. However, because the Chinese government shut down the wet market where the virus was said to have originated, scientists and epidemiologists have been unable to obtain samples from the wild animals in the market, meaning no one yet has been able to confirm which animal it came from, or whether it did come from the market. 

 

The second theory is that the Wuhan Coronavirus was created in the Wuhan Institute of Virology (WIV) and accidentally set loose via an infected bat. The WIV has a history of researching coronaviruses, and in 2015 the Institute even made a bat coronavirus that could infect human cells. This artificial virus was very similar to SARS (a different coronavirus with symptoms similar to COVID-19). Additionally, the history of viruses escaping Chinese labs (such as the infamous 2004 Beijing SARS outbreak caused by the SARS virus escaping a government lab not once, but twice) have added suspicion. To be clear, the scientists were trying to figure out a cure to SARS, and did not have malicious intentions. However, according to leading microbiologists, the complexity of COVID-19 points strongly to origins in nature. Additionally, the WIV has released no research on coronaviruses since 2015. Ultimately, the theory that COVID-19 was made in a lab is based mostly on mistrust of the Chinese government, a mistrust most prevalent in the conservative discourse of the Western world. 

 

Whether this was a natural virus or a man-made virus, one thing is evident: the Chinese Communist government could have taken quicker action to mitigate the spread of COVID-19. Chinese doctors such as Li Wenliang, who later succumbed to the virus and tragically died, were actually given a notice by Wuhan police to stop spreading “misinformation” about a new “SARS-like epidemic” in December. As the spread continued, the Chinese government locked down Wuhan, but by then it was too late. A Chinese New Year gathering of more than 40,000 people has been pinpointed as one of the events that helped increase the spread within Wuhan. Furthermore, the Chinese government refused to take further steps to contain the virus until January 23, a full month-and-a-half since the discovery of the virus, this was not until nearly 5 million people had fled Wuhan before the lockdown. However, as the virus spread to other parts of the world, many other governments were caught off guard, and in some cases were slower to act on quarantining and testing than China.

 

The Chinese government has been accused of not releasing the full number of cases in Mainland China. Instead of classifying a death as “coronavirus death” they would classify it as “pneumonia-related death.” On top of that, Chinese health officials refused to give information about Patient Zero from Wuhan, and did not allow international research teams to gain access to Wuhan to try and find the origin of the coronavirus. 

 

The Asian community across America has also been impacted by the coronavirus. Co-head of Pingry’s Asian Student Union Monica Chan (V) remarked, “The Asian community around the world has faced devastating repercussions of the virus, being targets of xenophobia and racism. There has been a surge in hate crimes against people of Asian descent worldwide, including vandalism, armed assault, and even mass shooting threats. It is important for the Asian community to remain careful at this time and stay safe!” When asked about what the Asian Student Union did to help fight back against the virus, Monica Chan (V) and Guan Liang (V) mentioned, “ We arranged a Dress Down Day before spring break ended to raise money for NGOs in China. We ended up raising $405 between the Middle and High school! We have also been staying home, social distancing like most people in our community. The Chinese parents within the Pingry community have organized a task force that collects and donates medical face masks to local hospitals with supply shortages. These initiatives are crucial for combatting against coronavirus as they unite the strengths of different ethnic communities.”

 

As the old adage goes, “History will always repeat itself.” Ineffective measures and misinformation by the Chinese government were on display back during the 2002-2004 SARS outbreak, and similar mistakes resurfaced in the early handling of COVID-19. However, we need to be careful in how we analyze the causes of this virus––the Chinese government certainly deserves blame, but we ought not to convert such frustration into racially targeted sentiment. 

Brotman (V) on Pingry Politics Club’s New Podcast

Brotman (V) on Pingry Politics Club’s New Podcast

By Marcus Brotman (V)

The Politics Club is expanding! In the midst of the corona-quarantine, it is more important than ever that Pingry remains engaged both academically and politically. For this reason, I started the Pingry Politics Podcast (aptly named Pingry Politics). I want to make the often complex issues of modern politics more accessible to Pingry students. The podcast will host a variety of students and members of the Pingry community to share on the political topics they are passionate about. 

It’s widely known that America’s political conversations often devolve into shouting. This is a result of the emotional charge which many divisive issues hold with Americans, ranging from gun control to taxes. I believe the reason many students find themselves discouraged from political discourse is a lack of political knowledge, combined with the current state of political debate at Pingry and in our country. Too often political beginners are treated harshly for their lack of knowledge. Instead of being encouraged to further their understanding, they are berated for having the “wrong” opinion. This mentality damages our political discourse because it provides large hurdles for the general population. Students who are politically interested may be dissuaded from adding to our discourse if they fear the abrasive nature of modern political debate. This is clearly a lose-lose situation, but that is where I hope the Pingry Politics Podcast can help.

Our Podcast will explore political topics of all kinds. In our first episode, to be hosted on Wednesday, April 1, we will delve into the political and economic state of Mexico with Pingry Alumnus, Ricardo Vollbrecthausen’12. Ricardo has a unique perspective on Mexico as he is a citizen of both the US and Mexico. Ricardo also started a publishing company in Mexico which publishes educational material in indigenous languages. He is able to speak from personal experience and his in-depth knowledge of the country as a whole. Our discussion will focus on the issues which Mexico faces: wide-spread corruption, brain-drain, slow economic growth, poor monetary policy, and more. We also analyze how Mexico will be affected by the new USMCA trade deal, and how president López Obrador (aka AMLO) has led the country.

If you are interested in our podcast, we are currently hosted by Soundcloud under the name Pingry Politics. In the future, we hope to expand to more popular platforms, such as Spotify and Apple Podcasts.

As the president of the Politics Club, I acknowledge political bias is unavoidable. Regardless, the Politics Club leaders and I will make all attempts to present objective facts to our audience and provide counterpoints to ensure that no views go unchallenged. To ensure a neutral perspective we have students of opposing political views researching for each episode. If you’d like to share your views on the podcast or suggest a topic for us to discuss, email me at mbrotman2021@pingry.org.

Update (4/6/20): It’s been approved! Check out our podcast here: https://soundcloud.com/pingrypolitics.

New Grading Policies

By Monica Chan (V)

Schools across the country are currently navigating uncharted territory in the realm of remote learning, which inevitably brings up the question of how to adjust grading policies. Some schools have decided to adopt pass/fail evaluation, some will omit third quarter grades from the final grade, and others have chosen not to adjust grading at all. Seeing that Pingry is still in the process of considering how grades will ultimately be allocated, I decided to delve into a few possibilities, and illustrate some of the possible benefits and drawbacks of each. Each of these possibilities are for second semester grades only, since we already have one full, undisrupted semester complete. I have also enclosed a summary of the recent Student Government proposal that was sent to the administration by the senior class student representatives. 

Pass/fail seems to be a popular choice for many universities, including Harvard and UC Berkeley. The rationale lies in the belief that many students may feel like their current grades do not accurately reflect their potential, and the disruption of remote instruction might hinder their ability to demonstrate growth or reverse the effects of an outlier grade. Some schools have turned to “optional” pass/fail, meaning that students can elect to change certain courses to pass/fail grades. However, Harvard Medical School has stated that they will only accept pass/fail grades if the applicant’s school mandated pass/fail. This type of policy puts students in a tough spot when they have to show a poor grade that could have improved under normal circumstances.

Another idea is to remove the +/- designation. Basically, this option means that there would be no +/- designation on your grade, so if you scored between a 90-100 it would be an A, 80-89 is a B. While I haven’t seen any schools implement this yet, it would provide a ballpark estimate of your grade while still leaving some leeway for performance increase. 

During my search for different grading policies, I had a few people outside of Pingry reach out to me with their schools’ grade changes. One student at another school said that their school is grading based on participation, meaning that traditional assessments have been omitted altogether. Instead, a number of research projects or creative projects have been implemented instead. This may be difficult for traditional science and math classes, but perhaps one alternative may be assigning concepts to different groups of students to teach to the rest of the class and then getting graded on the quality of those lessons. 

On Wednesday, March 25, Pingry’s Student Government sent a proposal to Dean Chatterji and Dr. Cottingham outlining their suggestions on academic evaluation in the era of remote learning. The proposal included making AP exams optional, which has already been implemented, cancelling final exams, and making spring semester courses pass/fail. For example, if you are in a one semester spring computer science course (Programming Languages and Design, Introduction to Programming) your grade would automatically be pass/fail. 

The proposal also suggested that second semester grades for full-year courses (AP courses, core curriculum classes) cannot bring down your final year grade. This means that if you earned an A in the first semester, and currently hold a B+ in your second semester grade for a certain class, the B+ can not bring down your final average. The administration will revisit the grade adjustment discussion in mid-April.  

Whatever the administration decides to do with the grading, it is apparent to everyone that this year’s academics won’t be traditional. Many colleges such as Harvard and UChicago have said that they will understand grade changes for next year’s high school senior class, and that will have no impact on their evaluation of you as a candidate. Do not fret!

 

Middle School Starts Remote Learning

Middle School Starts Remote Learning

By Alex Wong (I)

On Thursday, March 19, Head of Middle School Ms. Laurie Piette sent out an email to Middle Schoolers, detailing the schedule for Remote Learning amid the COVID-19 outbreak in the United States. The schedule detailed days of the week for live check-in sessions, due dates for asynchronous work for classes, and when students would receive feedback on their asynchronous work. The start of remote learning in the Middle School has caused mixed reactions among the faculty and students alike. 

Like their Upper School counterparts, Middle School students were instructed to use Google Meet to attend their remote classes. Throughout the week of March 23, students received a variety of communications from Middle School Dean of Academics Mr. Allen Thomas, Middle School Director of Athletics Mr. Gerry Vanasse, Middle School Dean of Students Mr. Michael Coakley, their advisors, and their subject teachers, culminating in an advisory meeting on March 26. Laura Young (I) remarks, “I think remote learning is something we are all not familiar with, and it will be rough in the beginning with mistakes, but I think that remote learning is just as good as learning in school. This is not a step back, this is just a different way of learning.” Tyler Katt (I), mentioned, “It is a lot more relaxed however you have to be responsible with timing out your work and attending your online classes.” 

With these hopes in mind, on March 27, Middle Schoolers logged on for their first remote class, English, where they were able to ask questions to teachers, learn new class guidelines such as muting your microphone during class, and start to get a feel of learning remotely. 

Remote Learning has certainly brought its own changes to the Middle School, whether it be  a massive reduction of classes (1 or 2 classes per day online versus 5 classes normally) and the switch to a pass/fail grading system for all core classes. When asked about how he felt about the changes, Ian Konops (I) remarked, “My feelings on remote learning are mixed. I’m happy to be back at school but I had hoped that the classes and work would be more interactive. I would like more live classes and interaction with teachers and students.”

Outside of academics, Middle School Director of Athletics Mr. Gerry Vanasse stepped up and made daily home workout videos for the Middle School students to watch and do. Mr. Vanasse has featured workouts such as light weight resistance, circuits, and dynamic warmup. When asked about what inspired him to start making the exercise videos, Mr. Vanasse commented, “Just as students will make time for their remote academic learning, they need to schedule time in their day to exercise their bodies. The videos are designed to provide a variety of workout types that are fun, effective, and can be done at home. I hope the videos will continue to help motivate and inspire our Middle School students to stay fit and healthy.” 

In conclusion, everyone knows that this is an unfamiliar and uncertain time. Everyone in the Middle School is trying their best to pursue life as normal, and in these next few weeks, we will see if this new remote learning model can work.