More than smell - COVID-19 is associated with severe impairment of smell, taste, and chemesthesis

Recent anecdotal and scientific reports have provided evidence of a link between COVID-19 and chemosensory impairments, such as anosmia. However, these reports have downplayed or failed to distinguish potential effects on taste, ignored chemesthesis, and generally lacked quantitative measurements. Here, we report the development, implementation, and initial results of a multilingual, international questionnaire to assess self-reported quantity and quality of perception in 3 distinct chemosensory modalities (smell, taste, and chemesthesis) before and during COVID-19. In the first 11 days after questionnaire launch, 4039 participants (2913 women, 1118 men, and 8 others, aged 19-79) reported a COVID-19 diagnosis either via laboratory tests or clinical assessment. Importantly, smell, taste, and chemesthetic function were each significantly reduced compared to their status before the disease. Difference scores (maximum possible change ±100) revealed a mean reduction of smell (-79.7 ± 28.7, mean ± standard deviation), taste (-69.0 ± 32.6), and chemesthetic (-37.3 ± 36.2) function during COVID-19. Qualitative changes in olfactory ability (parosmia and phantosmia) were relatively rare and correlated with smell loss. Importantly, perceived nasal obstruction did not account for smell loss. Furthermore, chemosensory impairments were similar between participants in the laboratory test and clinical assessment groups. These results show that COVID-19-associated chemosensory impairment is not limited to smell but also affects taste and chemesthesis. The multimodal impact of COVID-19 and the lack of perceived nasal obstruction suggest that severe acute respiratory syndrome coronavirus strain 2 (SARS-CoV-2) infection may disrupt sensory-neural mechanisms. © 2020 The Author(s) 2020. Published by Oxford University Press. All rights reserved

Facilitating musical composition as 'contract learning' in the classroom: the development and application of a teaching resource for primary school teachers in the UK

Despite national initiatives in the UK such as Creative Partnerships, an organization formed in 2002 for exploring creative approaches to learning in the classroom, there is still a gap between aspiration and practice. This is especially evident in the teaching of musical composition in primary schools, partly because there seems to be a profound fear of music, especially for many primary school teachers who are not music specialists, and a lack of knowledge of participatory practice. This article describes the development of a resource for facilitating compositional processes using classroom management skills, as adapted from Knowles’s ‘contract learning’. I will also highlight the creative tensions raised by the sometimes conflicting approaches of instruction and facilitation

Teacher-led professional development through a model of action research, collaboration and facilitation

This article addresses the need for ‘coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools. We describe a model which emerged from a research study developed in the context of a professional development course attended by more than 150 teachers from primary and secondary schools in Southeast London and Kent (UK) in the last 4 years. The design was based on data collected through 28 interviews to participants, reports and evaluation surveys and field notes from facilitators. The model is particularly innovative because it portrays not only the process of facilitation of action research but also the process of collaboration between facilitators and participants. It identifies five steps of development of teacher-led action research and highlights the issues and challenges to be considered in each step: 1. Defining the field of action (motivations and concerns, finding a research focus and questioning); 2. Planning (time, research skills and criticality); 3. Action (power relations and ethical awareness); 4. Evaluation (professional judgement, peer review, theory and practice) and 5. Reflection/(Re)planning (transformation and sustained development). This model can be used as a framework to enhance the development of teacher-led research in schools

Climate mediates the effects of disturbance on ant assemblage structure

Many studies have focused on the impacts of climate change on biological assemblages, yet little is known about how climate interacts with other major anthropogenic influences on biodiversity, such as habitat disturbance. Using a unique global database of 1128 local ant assemblages, we examined whether climate mediates the effects of habitat disturbance on assemblage structure at a global scale. Species richness and evenness were associated positively with temperature, and negatively with disturbance. However, the interaction among temperature, precipitation and disturbance shaped species richness and evenness. The effect was manifested through a failure of species richness to increase substantially with temperature in transformed habitats at low precipitation. At low precipitation levels, evenness increased with temperature in undisturbed sites, peaked at medium temperatures in disturbed sites and remained low in transformed sites. In warmer climates with lower rainfall, the effects of increasing disturbance on species richness and evenness were akin to decreases in temperature of up to 98°C. Anthropogenic disturbance and ongoing climate change may interact in complicated ways to shape the structure of assemblages, with hot, arid environments likely to be at greatest risk