Why can't schools teach this stuff to kids??? THIS is valuable knowledge for future generations & it's science!!! Thanks for all you do in educating & helping save lives!!!
It seems to me there is a fourth category: the report is untrue, or greatly exaggerated. In my applied epi training, step one was always: “Confirm the existence of an outbreak. “ A common reason for an apparent outbreak, especially of the first kind, is that there has been a change in surveillance methodologies, and a higher fraction of actual cases are being recognized and reported — with little or no actual change in incidence. An artifactual reason for apparent outbreaks of the second and third kinds is that laboratory sensitivity has gone on the fritz for some reason, and cases of disease due to common pathogens are not being recognized.
Why can't schools teach this stuff to kids??? THIS is valuable knowledge for future generations & it's science!!! Thanks for all you do in educating & helping save lives!!!
Thank you for the clear and calming information!
It seems to me there is a fourth category: the report is untrue, or greatly exaggerated. In my applied epi training, step one was always: “Confirm the existence of an outbreak. “ A common reason for an apparent outbreak, especially of the first kind, is that there has been a change in surveillance methodologies, and a higher fraction of actual cases are being recognized and reported — with little or no actual change in incidence. An artifactual reason for apparent outbreaks of the second and third kinds is that laboratory sensitivity has gone on the fritz for some reason, and cases of disease due to common pathogens are not being recognized.