In the weeks following the first imported case of Ebola in the U. S. on September 29, 2014, coverage of the very limited outbreak dominated the news media, in a manner quite disproportionate to the actual threat to national public health; by the end of October, 2014, there were only four laboratory confirmed cases of Ebola in the entire nation. Public interest in these events was high, as reflected in the millions of Ebola-related Internet searches and tweets performed in the month following the first confirmed case. Use of trending Internet searches and tweets has been proposed in the past for real-time prediction of outbreaks (a field referred to as “digital epidemiology”), but accounting for the biases of public panic has been problematic. In the case of the limited U. S. Ebola outbreak, we know that the Ebola-related searches and tweets originating the U. S. during the outbreak were due only to public interest or panic, providing an unprecedented means to determine how these dynamics affect such data, and how news media may be driving these trends.
Methodology
We examine daily Ebola-related Internet search and Twitter data in the U. S. during the six week period ending Oct 31, 2014. TV news coverage data were obtained from the daily number of Ebola-related news videos appearing on two major news networks. We fit the parameters of a mathematical contagion model to the data to determine if the news coverage was a significant factor in the temporal patterns in Ebola-related Internet and Twitter data.
Conclusions
We find significant evidence of contagion, with each Ebola-related news video inspiring tens of thousands of Ebola-related tweets and Internet searches. Between 65% to 76% of the variance in all samples is described by the news media contagion model.
Several past studies have found that media reports of suicides and homicides appear to subsequently increase the incidence of similar events in the community, apparently due to the coverage planting the seeds of ideation in at-risk individuals to commit similar acts.
Methods
Here we explore whether or not contagion is evident in more high-profile incidents, such as school shootings and mass killings (incidents with four or more people killed). We fit a contagion model to recent data sets related to such incidents in the US, with terms that take into account the fact that a school shooting or mass murder may temporarily increase the probability of a similar event in the immediate future, by assuming an exponential decay in contagiousness after an event.
Conclusions
We find significant evidence that mass killings involving firearms are incented by similar events in the immediate past. On average, this temporary increase in probability lasts 13 days, and each incident incites at least 0.30 new incidents (p = 0.0015). We also find significant evidence of contagion in school shootings, for which an incident is contagious for an average of 13 days, and incites an average of at least 0.22 new incidents (p = 0.0001). All p-values are assessed based on a likelihood ratio test comparing the likelihood of a contagion model to that of a null model with no contagion. On average, mass killings involving firearms occur approximately every two weeks in the US, while school shootings occur on average monthly. We find that state prevalence of firearm ownership is significantly associated with the state incidence of mass killings with firearms, school shootings, and mass shootings.
colony collapse. This paper aims to understand how these different factors contribute to the decline of honeybee populations by using two separate approaches: data analysis and mathematical modeling. The data analysis examines the relative impacts of mites, pollen, mites, and viruses on honeybee populations and colony collapse. From the data, low initial bee populations lead to collapse in September while mites and viruses can lead to collapse in December. Feeding bee colonies also has a mixed effect, where it increases both bee and mite populations. For the model, we focus on the population dynamics of the honeybee-mite interaction. Using a system of delay differential equations with five population components, we find that bee colonies can collapse from mites, coexist with mites, and survive without them. As long as bees produce more pupa than the death rate of pupa and mites produce enough phoretic mites compared to their death rates, bees and mites can coexist. Thus, it is possible for honeybee colonies to withstand mites, but if the parasitism is too large, the colony will collapse. Provided
this equilibrium exists, the addition of mites leads to the colony moving to the interior equilibrium. Additionally, population oscillations are persistent if they occur and are connected to the interior equilibrium. Certain parameter values destabilize bee populations, leading to large
oscillations and even collapse. From these parameters, we can develop approaches that can help us prevent honeybee colony collapse before it occurs.
The transmission dynamics of Tuberculosis (TB) involve complex epidemiological and socio-economical interactions between individuals living in highly distinct regional conditions. The level of exogenous reinfection and first time infection rates within high-incidence settings may influence the impact of control programs on TB prevalence. The impact that effective population size and the distribution of individuals’ residence times in different patches have on TB transmission and control are studied using selected scenarios where risk is defined by the estimated or perceive first time infection and/or exogenous re-infection rates.
Methods
This study aims at enhancing the understanding of TB dynamics, within simplified, two patch, risk-defined environments, in the presence of short term mobility and variations in reinfection and infection rates via a mathematical model. The modeling framework captures the role of individuals’ ‘daily’ dynamics within and between places of residency, work or business via the average proportion of time spent in residence and as visitors to TB-risk environments (patches). As a result, the effective population size of Patch i (home of i-residents) at time t must account for visitors and residents of Patch i, at time t.
Results
The study identifies critical social behaviors mechanisms that can facilitate or eliminate TB infection in vulnerable populations. The results suggest that short-term mobility between heterogeneous patches contributes to significant overall increases in TB prevalence when risk is considered only in terms of direct new infection transmission, compared to the effect of exogenous reinfection. Although, the role of exogenous reinfection increases the risk that come from large movement of individuals, due to catastrophes or conflict, to TB-free areas.
Conclusions
The study highlights that allowing infected individuals to move from high to low TB prevalence areas (for example via the sharing of treatment and isolation facilities) may lead to a reduction in the total TB prevalence in the overall population. The higher the population size heterogeneity between distinct risk patches, the larger the benefit (low overall prevalence) under the same “traveling” patterns. Policies need to account for population specific factors (such as risks that are inherent with high levels of migration, local and regional mobility patterns, and first time infection rates) in order to be long lasting, effective and results in low number of drug resistant cases.
Research shows that the subject of mathematics, although revered, remains a source of trepidation for many individuals, as they find it difficult to form a connection between the work they do on paper and their work's practical applications. This research study describes the impact of teaching a challenging introductive applied mathematics course on high school students' skills and attitudes towards mathematics in a college Summer Program. In the analysis of my research data, I identified several emerging changes in skills and attitudes towards mathematics, skills that high-school students needed or developed when taking the mathematical modeling course. Results indicated that the applied mathematics course had a positive impact on several students' attitudes, in general, such as, self-confidence, meanings of what mathematics is, and their perceptions of what solutions are. It also had a positive impact on several skills, such as translating real-life situations to mathematics via flow diagrams, translating the models' solutions back from mathematics to the real world, and interpreting graphs. Students showed positive results when the context of their problems was applied or graphical, and fewer improvement on problems that were not. Research also indicated some negatives outcomes, a decrease in confidence for certain students, and persistent negative ways of thinking about graphs. Based on these findings, I make recommendations for teaching similar mathematical modeling at the pre-university level, to encourage the development of young students through educational, research and similar mentorship activities, to increase their inspiration and interest in mathematics, and possibly consider a variety of sciences, technology, engineering and mathematics-related (STEM) fields and careers.