The antiviral properties of edible medicinal plants: potential remedies against coronaviruses

SARS-CoV-2 (severe acute respiratory syndrome coronavirus 2) is an unparalleled challenge for the international community. Subsequently, an extraordinary effort has been made to contain SARS-CoV-2. However, this has been largely limited to behavioral changes and vaccination. To make the containment strategies effective, behavioral changes and vaccination need to be complemented with alternative prevention methods and curative treatments. This work reports the antiviral properties of some of the commonly known edible medicinal plants that can be used as potential remedies to suppress coronaviruses. A growing body of evidence substantiates that edible medicinal plants with antiviral properties that have been proven effective against sibling coronaviruses likely contain the spread of SARS-CoV-2, and they may also suppress the fatality of COVID-19 (coronavirus disease 2019). The secondary metabolites found in herbal medicines do not cause pathogens to develop drug resistance, which is a common problem in conventional medicines. The use of edible medicinal plants is much safer and causes less panic, thereby avoiding the fear associated with the use of herbal medicines. Right dosages and mixtures of edible medicinal plants need to be rigorously investigated to circumvent unanticipated side effects and chronic health risks

Morphological and Molecular Studies on Termitomyces Species of Menge District, Asossa Zone, Northwest Ethiopia

Despite the extensive study on plant and animal biodiversity in Ethiopia, our knowledge of microbial diversity in general and macrofungal diversity in particular is very limited. Thus, as part of the ongoing study on macrofungal diversity of the country, this is the first report on morphological and molecular taxonomy of the genus Termitomyces in the country. In this particular report, we identified seven Termitomyces species collected from Menge Districts, Asossa Zone, Benshangul Gumuz region. Identification was based on morphological characteristics and partial LSU rDNA sequences. The results of morphological identification of each of our collection were supported with molecular investigation. Phylogenetic analysis of partial LSU rDNA sequences of 7 Ethiopian Termitomyces species using distance, Parsimony measurements and Maximum Likelihood presented similar inferred trees that only had minor differences. Based on these phylogenetic analyses of the partial LSU rDNA sequences, 7 species of Termitomyces were identified as T. aurantiacus, T. clypeatus, T. eurrhizus, T. letestui, T. microcarpus, T. robustus and T. schimperi. The inferred ML cladogram revealed both Asian and African Termitomyces samples in our analysis demonstrated a well-supported monophyletic group with bootstrap value of 99%. Moreover, the monophyletic tree from pure Ethiopian Termitomyces collection and a combination of African and Asian Termitomyces samples suggested their common origin. However incorporating more samples, more DNA markers and extensive analyses may reveal the true link among the sequences from different regions of the world. All the species reported are used for culinary purposes by the native community and few of them (T. microcarpus and T. clypeatus) are used for treatment of indigestion and malnutrition

Evaluating Language Supportive Approaches to Transition at Scale

Across many countries in the Global South, secondary education uses a language for learning and teaching (LoLT) that is not the main language learners use outside of school. In Tanzania and Ethiopia, transition to English occurs relatively late, at the beginning of lower secondary education. Late language transition coincides with the curriculum splitting into different subjects, with their own set of academic language practices and taught by subject specialist teachers. Language supportive approaches are multilingual pedagogies that integrate instruction on academic language practices into subject teaching. The Evaluating Language Supportive Approaches to Transition at Scale (ELSATS) project aimed to explore how language supportive promote epistemic inclusion across education systems with a late transition. Inclusion was analysed with respect to opportunities for all children to access the specified curriculum, and recognition of students as knowledge-holders. Four studies were conducted: (1) international literature review on late language transition; (2) action research that introduced language supportive pedagogy into a teacher education programme at a university in Addis Ababa; (3) ananalysis of how language skills in the Tanzanian curriculum; and (4) teaching and learning of science in the first year of English Medium Instruction in 16 Tanzanian schools. Study (4) included lesson observations, interviews with English and Biology teachers, groups interviews with students and an assessment of students’ knowledge of scientific vocabulary. Findings point to five areas of opportunity and challenge for transformation towards inclusive language transition. First, policies that insist on monolingual practices in schools impede subject learning and are harmful to learners’ wellbeing and so should be removed. Second, the specific curriculum should set out a coherent, continuous and gradual learning journey across educational phases, Grades and subjects. Third, learning materials should be designed for multilingual learners. Fourth, inclusive multilingual policies should be integrated into everycomponent of teacher education programmes. Finally, education institutions should nurture collaborative pedagogic innovation