A group of school students-turned-researchers has delivered new data that will help scientists stem the spread of infectious diseases. A study designed by the students reveals social contact patterns among primary schools students. This type of information is crucial in mathematical models of how diseases spread, which can be used to test the effects of interventions like vaccination and school closures. The study was based on specially designed questionnaires which were handed out to primary schools and achieved an unprecedented response rate of nearly 90%.

London, September, 1853. A cholera outbreak has decimated Soho, killing 10% of the population and wiping out entire families in days. Current medical theories assert that the disease is spread by "bad air" emanating from the stinking open sewers. But one physician, John Snow, has a different theory: that cholera is spread through contaminated water. And he is just about to use mathematics to prove that he is right.

How do you judge the risks and benefits of new medical treatments, or of lifestyle choices? With a finite health care budget, how do you decide which treatments should be made freely available on the NHS? Historically, decisions like these have been made on the basis of doctors' individual experiences with how these treatments perform, but over recent decades the approach to answering these questions has become increasingly rational.

Infectious diseases hardly ever disappear from the headlines — swine flu is only the last in a long list containing SARS, bird flu, HIV, and childhood diseases like mumps, measles and rubella. If it's not the disease itself that hits the news, then it's the vaccines with their potential side effects. It can be hard to tell the difference between scare mongering and responsible reporting,
because media coverage rarely provides a look behind the scenes. So how do scientists reach the conclusions they do?

Making sure that vaccination works
We have all become more aware of the dangers of influenza this year, but why is it so dangerous? Julia Gog explains that the unusual structure of the influenza genome can lead to dangerous evolutionary jumps, and how mathematics is helping to understand how the virus replicates.
An activity for the classroom
Some preliminary results on the swine flu pandemic
How do we know how many people have got it?
Plus starts a new project on health and medicine
Syndicate content