Coronavirus: Indonesia has succeeded in making 20 million Chloroquine (coronavirus drugs) Trump is very supportive

Public statements by the US and Indonesian presidents have sent demand for the drug – usually used to treat malaria – rocketing

 Information Covid-19

Update Today:

Info COVID-19 Indonesia

POSITIF     SEMBUH    MENINGGAL

Yet its effectiveness against Covid-19 is at best unproven and in the wrong hands it can be fatal

First they came for the vitamins, then they came for the face masks and the hand sanitiser. And then they came for the chloroquine.

Ever since the coronavirus was discovered, more and more customers have been coming to the Iskandar Muda Pharmacy in Medan, Indonesia, looking for ways to keep themselves and their loved ones safe.

In the past two days, customers have been arriving in droves in search of chloroquine, a drug that derives from quinine and is usually used to treat malaria.

“At first we were confused about why people wanted it, then we saw that [President Joko “Jokowi” Widodo] had announced that it was a possible treatment for Covid-19,” explained pharmacist Maria. “It all made sense.”

© Aisyah Llewellyn A pharmacy sign in Indonesia says ‘All masks, alcohol and hand sanitiser are sold out’. Photo: Aisyah Llewellyn

On March 23, Indonesia’s president announced the country had ordered 3 million chloroquine tablets. Chloroquine comes from the cinchona tree which grows widely across Indonesia. “There is neither a cure nor an antiviral to Covid-19, but in drawing from the experiences of countries, chloroquine can be used to help patients recover from disease,” Widodo said. He added that the tablets would be distributed to patients through hospitals.

There is no chloroquine at the Iskandar Muda Pharmacy, even though Maria reported up to 50 customers a day trying to source the drug. But increasingly grim statistics are helping to drive the demand regardless.

As of Wednesday, Indonesia had reported 790 infections, 58 deaths and 31 recoveries. However, studies this week suggested the true numbers could be far worse. The London-based Centre for Mathematical Modelling of Infectious Diseases estimated as few as 2 per cent of Indonesia’s infections had been reported. That would bring the true number to as many as 34,300, more than Iran. Other modellers have projected a worst-case scenario of 5 million cases in the capital, Jakarta, by the end of April.

Indonesia’s geography may make matters worse. Its health care system is highly decentralised, given that it is a sprawling archipelago of more than 17,000 islands with 260 million people, and is already under strain with a shortage of staff, beds and protective equipment.

© Reuters Indonesian President Joko Widodo inspects a hospital handling Covid-19 cases in Jakarta. Photo: Reuters

PRAISED BY TRUMP

Widodo is not alone in his praise of chloroquine. US President Donald Trump has also been regularly touting it on social media and in press briefings, despite any comprehensive evidence that it is effective against coronavirus.

In fact, a study by the Journal of Zhejiang University in China found chloroquine and a similar drug hydroxychloroquine had little effect on the coronavirus. In its study of 30 patients with the coronavirus, 15 were given hydroxychloroquine and 15 received conventional treatment like oxygen and bed rest. Of the 15 given the drug 13 shed the virus within a week. Of the 15 given the standard treatment, 14 recovered within a week, while one patient remained infected.

While a study on such a small scale can’t be considered definitive either way, even White House insiders are sceptical of the two drugs’ benefits in treating the coronavirus. Coronavirus task force member Anthony Fauci said any evidence so far was only “anecdotal”.

Even so, trials of the drugs have started in New York and public health experts in France are considering using them for extremely ill patients. Eight hundred people are taking part in trials as part of a wider initiative across Europe involving 3,200 patients.

Meanwhile, as potential demand surges across the globe, India banned exports of hydroxychloroquine on March 25 with immediate effect.

© AFP US President Donald Trump has regularly touted the use of chloroquine. Photo: AFP

MORE HARM THAN GOOD

The problem with chloroquine’s sudden rise to fame is that while it remains unclear if it can help those with coronavirus, it could actually cause more harm than good if people buy the drug and self-medicate. There have been reports of poisonings in Nigeria and the United States, where one man in Arizona died on March 24 after ingesting chloroquine phosphate, which is also used to clean aquariums and fish tanks.

The side effects of chloroquine include problems with heart rhythm, dangerously low blood pressure and damage to the body’s muscles and nerves.

For Dr Corona Rintawan, an emergency medicine doctor who is now the head of a task force in Indonesia run by Muhamadiyyah (the second largest non-governmental Muslim organisation in the country), self medication with chloroquine is almost a bigger worry than the virus itself.

“I am worried [about people poisoning themselves] and I think most other doctors are too,” he said. “I think the government must have regulations about chloroquine buying and implement them. As long as there are online shops selling chloroquine, people will be able to order it freely.”

A number of sellers of the drug have popped up online in the past few days, making regulations a challenge. It is also difficult to stop people from trying to source chloroquine through any means possible, given the psychological toll the virus is taking on people around the world, according to Irna Minauli, a psychologist based in Medan.

“If we look at the vicarious learning model theory, people learn by what they see other people doing. So if they get information about a drug that can help them and see or hear of people trying to buy it, they will do the same,” she said.

© Reuters Workers disinfect areas of Jakarta, Indonesia, to prevent the spread of the coronavirus disease, Covid-19. Photo: Reuters

DISINFORMATION

This information, or disinformation, about chloroquine has spread rapidly on Indonesian social media according to Santi Indra Astuti, a lecturer in the Faculty of Communication Science at the Islamic University of Bandung (UNISBA) and the Head of the Research Department of Mafindo, an online fact checking civil society organisation.

“Right now, we’ve found that hoaxes regarding coronavirus are spreading massively,” she said. “In terms of quantity, it is overwhelming. We have collected data regarding Covid-19 hoaxes since January and recent data shows that the number has risen to 201 in eight weeks.”

Mafindo has volunteer fact checkers in 18 cities across Indonesia who have been data mapping Covid-19 hoaxes and compiling an online resource to debunk them.

Astuti said chloroquine disinformation had become a new issue in recent days. “We found that the information about chloroquine has been spreading, most of it through WhatsApp. It became our concern that doctors or whoever was quoted in the messages have not yet been proven as reliable sources. The discourse regarding chloroquine itself is still ongoing, so we are collecting information about that and publishing it so that people know what’s going on. Overall, our fact checkers reported that hoaxes regarding alternative medicine, herbs or medicine have been rising this past week.”

When asked how Indonesia’s health authorities can best ensure that Widodo’s latest comments don’t set off a chain of illicit chloroquine purchases, Corona said that they need to, “Put out statements that people should not buy it through the media.”

This was echoed by Astuti, who said Mafindo had “received a call for collaboration from local governments and administration, as well as related institutions such as health units, religious groups and professional associations to share information and fact check strategies”.

“As the situation in Indonesia gets worse, we need to combat it online,” she added.

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The Best Way to Improve the Literacy Rate in America

Poverty is not an accident. Like slavery and apartheid it is man-made and can be removed by the actions of human beings.  ~Nelson Mandela

A while back, I was reading about a Stanford University study about brain waves and how different teaching methods affect reading development. They looked at brain waves as teachers worked to teach their students to read and their findings were actually the opposite of what I would have expected.

Of course, I've never tried to teach children how to read, and I never will, but there are a lot of preschool and kindergarten teachers out there who are expected to, despite the overwhelming evidence that early reading instruction actually damages a child's reading future. What I do, what is appropriate for children under seven, is read to them, write down the stories they tell me, play stories with them, tell stories as they happen, encourage dramatic play, write the rules we make together and post them on the wall where we can all reverently "read" them, and make sure there are always books among our loose parts.

This Stanford study talks about things like phonics and whole words and the rest of the stuff direct instruction focused teachers do with the children in their charge. So let me be clear, this wasn't a study about how children best learn to read, but rather on how teachers can best "teach" children to read in schools. This is the kind of research that Carol Black equates to studying the orca whales at Sea World and claiming to understand orca whales, but that's not the point of this post.

As I reflected on what I'd read, I thought about how high stakes standardized testing is increasingly narrowing our public school curricula to the point that they we focus almost exclusively on math and literacy. Then I asked myself: what problem are we trying to solve, especially when it comes to literacy? So I looked it up. I checked several sources. There are lots of different ways to measure literacy, but most agree that our average literacy rate, as compared to other nations, has declined over the past couple decades, a timeframe that matches exactly with the advent of No Child Left Behind, Race to the Top, Common Core and other federal interventions into our public schools. Perhaps these efforts aren't hurting our literacy rates, but they are failing to reverse the trend.

I'm not saying we shouldn't do anything; I'm just saying that we appear to be doing it wrong.

Meanwhile, tracking quite closely to the illiteracy rate, one in five American children now live in poverty. I'd like to suggest that instead turning our educational system upside down and spending billions on unproven efforts that may actually be eroding our children's ability and desire to read, maybe we should spend our billions on doing something about the 22 percent of our children (and fully 50 percent of public school students) who go to bed hungry each night. We know that poverty is directly linked to lack of success in school. There is nothing we could do that would have a greater impact on education in America.

I've published a book! If you are interested in ordering Teacher Tom's First Book, click here. Thank you!

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Education When Time For School Is At An End HURRAY !!

Over the course of the last 70 years or so, our expectations of children have changed dramatically. In many ways we perceive them as less competent. As a society we have lowered our expectations of what they are capable of doing in the world. They no longer walk themselves to school. None of them carry pocket knives, and for that matter, are kept far away from most tools. And even if you trust your own child to be home alone as you run a quick neighborhood errand, the wider society considers you neglectful because, of course, children younger than, say, about 15, are perpetually on the verge of stupidly killing themselves (or being killed by nameless, faceless others) if left for even the briefest moment without adult supervision. Or so our urban legends about childhood would have it. As a result, our children are growing up in a world scrubbed of risk, challenge, hurt feelings, and failure because, as we've come to believe, they are not capable of handling it.

At the same time, and perhaps partly as a result of this cultural paranoia, we've placed unreasonable expectations on our children, especially our youngest children in the form of schooling. We are institutionalizing our children at younger and younger ages. They are spending more and more time in "school" and less and less time playing, while being subjected to greater and greater academic expectations. Today, more than 80 percent of kindergarten teachers expect five year olds to be reading. In 1998, that number was 30 percent, and in 1950 that number was approaching zero. That our literacy rate hasn't budged over the past half century despite these developmentally inappropriate expectations tells us that our early literacy efforts, at best, have no impact, but there is ample evidence that this phenomenon is taking a mental health toll on our children, with one in five children between the ages of 3-17 struggling with a diagnosable mental illness, mostly in the form of anxiety and depression, much of which can be linked to these pressures.

These dynamics represent bookends of fear that are crushing our youth. We're afraid they are going to be hurt so we've dramatically restricted them. We're afraid of them falling behind so we reign them to carts in academic coal mines. It's almost as if our greatest fear is of childhood itself . . . or children, or liberty, or play.

From where I sit, the time for school is at an end. We have clearly reached a point of diminishing, dramatically diminishing, returns. For most children, most of the time, school is a place where they can be safely warehoused and made to nose the grindstone in a way that is contrary to what large majorities of scientists and psychologists tell us is appropriate. This is the same phenomenon we're seeing with environmental denialism. We, as a society, are so committed to our habit of schools that we struggle to even consider a world without them, the most common knee-jerk question being, "But without schools, what will the children do while their parents are off at work?"

It's a central question, a question about caring for the children more than "education," an important question that has been answered in different ways by different societies throughout human history. Most prime of life adults have pretty much always worked productively in useful ways, this is nothing new in human evolution, and while birth mothers may have traditionally shouldered a somewhat larger share of the burden of child care, a substantial part was handled by the wider community, the village. Instead of ghettoizing child care into out-of-the-way, low paying, low prestige corners, most prior human civilizations have placed caring for the children at the center of life, creating communities in which children were included, in which caring for them was the responsibility of us all, and in which they were free to have a childhood, under the watchful eyes and loving hearts of grandparents, aunts, uncles, cousins, and neighbors. It's from living in a community that we learn what we most need to learn, from a wide variety of adults and other children, the lessons of working together, of being personable, of asking a lot of questions, of taking responsibility, and, when ready, and not necessarily waiting until the arbitrary age of 18 or 21, to assume our own productive, useful work.

We are currently a long way from achieving anything like that vision, but it is nevertheless the way forward, not just for children, but for all of us. If this change is to happen, it won't come from on high, but rather must bubble up from us, from individuals choosing to place caring for our children at the center of our lives. Indeed, it's already happening with more and more parents opting for homeschooling, unschooling, cooperatives, and democratic free schools. There is a lot of irrational fear to overcome. There is a lot of science denialism to overcome. There are a lot of addictive habits to break. And there are economic realities that make it seem insurmountable. But we know what to do and that is to create community, to find it, to nurture it. It can begin to happen in libraries and on playgrounds, in work places and nursing homes. It can begin in our schools and churches; where sports are played, where music is made, and where dancing is happening. It starts when we seek to make space for children everywhere that community is happening. It starts with learning to trust more people, including children, because trust is the greatest antidote to fear.

If there ever was a time for schools, it's at an end. When we bring the children back into the center of our lives, we will once more have the kinds of communities in which we can all thrive, together.

(I've written a follow up post in which I sketch out one idea for how a future without schools could look.)

I've published a book! If you are interested in ordering Teacher Tom's First Book, click here. Thank you!

I put a lot of time and effort into this blog. If you'd like to support me please consider a small contribution to the cause. Thank you!