Tag Archives: epidemiologist

PANDEMIC OUTBREak – West Nile virus prompts public health emergency in Dallas County, Texas

A West Nile virus epidemic has prompted a public health emergency in Dallas County, Texas, where the disease has killed nine people, a judge declared Friday.

The virus there infected 175 people, said Patricia Huston of Dallas County Health and Human Services.

Dallas County Judge Clay Jenkins declared the emergency in his capacity as director of the county’s Homeland Security and Emergency Management and instructed the department to file a local disaster declaration with the state.

“This declaration will expand our avenues for assistance in our ongoing battle with West Nile virus,” Jenkins said in a statement.

Insecticide spraying by planes will be offered to certain communities hit hard by the virus as long as those local governments request it, Jenkins told reporters.

The aerial spraying would occur from 10 p.m. to 6 a.m., when children are inside, Jenkins said.

“The insecticide is safe,” Jenkins said. “The planes are quite sophisticated, and they get the spray to where it needs to go.”

The judge organized an invitation-only work session Friday with county, state and federal officials to discuss a response to the epidemic.

The United States is experiencing its biggest spike in West Nile virus since 2004, with 241 cases of the disease reported nationwide this year so far, including four deaths, health officials said last weekend, before the latest totals.

Of the 42 states that have reported infections in people, birds or mosquitoes, 80% of them have been in Texas, Mississippi and Oklahoma, the U.S. Centers for Disease Control and Prevention said in a statement. The CDC listed a breakdown of infections by state.

“It is not clear why we are seeing more activity than in recent years,” said Marc Fischer, a CDC medical epidemiologist. “Regardless of the reasons for the increase, people should be aware of the West Nile virus activity in their area and take action to protect themselves and their family.”

The virus is transmitted through infected mosquitoes.

In the United States, most infections occur between June and September, and peak in August, according to the CDC.

Symptoms include fever, headache, body aches, joint pains, vomiting, diarrhea or rash.

“Less than 1% develop a serious neurologic illness such as encephalitis or meningitis (inflammation of the brain or surrounding tissues),” the CDC said.

Those at greater risk are people older than 50 and those with conditions such as cancer, diabetes and kidney disease, or with organ transplants.

There are no medications to treat West Nile virus or vaccines to prevent infection. People with milder illnesses typically recover on their own, but those more seriously affected may need hospital care.

Health experts say prevention measures include avoiding mosquito bites, using insect repellant and getting rid of insect breeding sites.

ZOMBIE PREPPERS – Using zombies to teach science and medicine

With my colleague Greg Tinkler, I spent an afternoon last week at a local public library talking to kids about zombies:

The Zombie Apocalypse is coming. Will you be ready? University of Iowa epidemiologist Dr. Tara Smith will talk about how a zombie virus might spread and how you can prepare. Get a list of emergency supplies to go home and build your own zombie kit, just in case. Find out what to do when the zombies come from neuroscientist Dr. Greg Tinkler. As a last resort, if you can’t beat them, join them. Disguise yourself as a zombie and chow down on brrraaaaiiins, then go home and freak out your parents.

Why zombies? Obviously they’re a hot topic right now, particularly with the ascendance of The Walking Dead. They’re all over ComicCon. There are many different versions so the “rules” regarding zombies are flexible, and they can be used to teach all different kinds of scientific concepts–and more importantly, to teach kids how to *think* about translating some of this knowledge into practice (avoiding a zombie pandemic, surviving one, etc.) We ended up with about 30 people there: about 25 kids (using the term loosely, they ranged in age from maybe age 10 to 18 or so) and a smattering of adults. I covered the basics of disease transmission, then discussed how it applied to a potential “zombie germ,” while Greg explained how understanding the neurobiology of zombies can aid in fleeing from or killing them. The kids were involved, asked great questions, and even taught both of us a thing or two (and gave us additional zombie book recommendations!)

For infectious diseases, there are all kinds of literature-backed scenarios that can get kids discussing germs and epidemiology. People can die and reanimate as zombies, or they can just turn into infected “rage monsters” who try to eat you without actually dying first. They can have an extensive incubation period, or they can zombify almost immediately. Each situation calls for different types of responses–while the “living” zombies may be able to be killed in a number of different ways, for example, reanimated zombies typically can only be stopped by destroying the brains. Discussing these situations allows the kids to use critical thinking skills, to plan attacks and think through choice of weapons, escape routes and vehicles, and consider what they might need in a survival kit.

Likewise, zombie microbes can be spread through biting, through blood, through the air, by fomites or water, even by mosquitoes in some books. Agents can be viral, bacterial, fungal, prions or parasitic insect larvae (or combinations of those). Mulling on these different types of transmission issues and asking simple questions:

“How would you protect yourself if infection was spread through the air versus only spread by biting?”

“How well would isolation of infected people work if the incubation period is very long versus very short?”

“Why might you want to thoroughly wash your zombie-killing arrows before using them to kill squirrels, which you will then eat?” (ahem, Daryl)

can open up avenues of discussion into scientific issues that the kids don’t even realize they’re talking about (pandemic preparedness, for one). And the great thing is that these kids are *already experts* on the subject matter. They don’t have to learn about the epidemiology of a particular microbe to understand disease transmission and prevention, because they already know more than most of the adults do on the epidemiology of zombie diseases–the key is to get them to use that knowledge and broaden their thinking into various “what if” situations that they’re able to talk out and put pieces together.

It can be scary going to talk to kids. Since this was a new program, we didn’t know if anyone would even show up, or how it would go over. Greg brought a watermelon for some weapons demonstrations (household tools only–a screwdriver, hammer and a crowbar, no guns or Samurai swords) which was a big hit. Still, I realize many scientists are more comfortable talking with their peers than with 13-year-olds. Talking about something a bit ridiculous, like an impending zombie apocalypse, can lessen anxiety because it takes quite a lot of effort to be boring with that type of subject matter; it’s entertaining; and kids will listen. And after all, what you don’t know, might eat you.