CDFW BIOS GIS Dataset, Contact: Dan Gifford, Description: This is a data set of the location and number of waterfowl carcasses observed during aerial surveys of the Sacramento-San Joaquin Delta by survey tract. Surveys were made from November through March, from 1993 through 2000. There are 2494 observation records. The database was designed to locate and document cholera outbreaks in wintering waterfowl in the Sacramento - San Joaquin River Delta, and to facilitate the removal of carcasses as a means of slowing the progression of the disease.

Symptoms of cholera positive and negative patients.

The dataset represents the cholera weekly evolution by chiefdom in 2012 and was compiled from WHO data. OCHA supported WHO Sierra Leone in creating and updating cholera map in weekly basis.

Determinants of time of seeking health care during a cholera outbreak.

Summary: Mapping Epidemics with Mrs. SinclairStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) 3: Standard 3-PS2-1 - Motion and Stability: Forces and Interactions - Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an objectMost frequently used words:readingstarthere:answer:pagesApproximate Flesch-Kincaid reading grade level: 9.5. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: Heat map of the cholera outbreak in the Soho district of London in 1854Storymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-PS3-1 - Energy - Make observations to determine the effect of sunlight on Earth’s surfaceGrade level(s) K: Standard K-LS1-1 - From Molecules to Organisms: Structures and Processes - Use observations to describe patterns of what plants and animals (including humans) need to surviveGrade level(s) K: Standard K-ESS3-3 - Earth and Human Activity - Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environmentGrade level(s) 2: Standard 2-PS1-4 - Matter and its Interactions - Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannotGrade level(s) 2: Standard 2-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Plan and conduct an investigation to determine if plants need sunlight and water to grow.Grade level(s) 2: Standard 2-ESS2-1 - Earth’s Systems - Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the landGrade level(s) 2: Standard 2-ESS2-2 - Earth’s Systems - Develop a model to represent the shapes and kinds of land and bodies of water in an areaGrade level(s) 2: Standard 2-ESS2-3 - Earth’s Systems - Obtain information to identify where water is found on Earth and that it can be solid or liquidGrade level(s) 3: Standard 3-LS3-2 - Heredity: Inheritance and Variation of Traits - Use evidence to support the explanation that traits can be influenced by the environmentGrade level(s) 3: Standard 3-LS4-4 - Biological Evolution: Unity and Diversity - Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may changeGrade level(s) 4: Standard 4-ESS1-1 - Earth’s Place in the Universe - Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over timeGrade level(s) 4: Standard 4-ESS2-1 - Earth’s Systems - Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetationGrade level(s) 4: Standard 4-ESS3-1 - Earth and Human Activity - Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environmentGrade level(s) 5: Standard 5-PS1-1 - Matter and Its Interactions - Develop a model to describe that matter is made of particles too small to be seenGrade level(s) 5: Standard 5-LS1-1 - From Molecules to Organisms: Structures and Processes - Support an argument that plants get the materials they need for growth chiefly from air and waterGrade level(s) 5: Standard 5-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Develop a model to describe the movement of matter among plants, animals, decomposers, and the environmentGrade level(s) 5: Standard 5-ESS2-2 - Earth’s Systems - Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on EarthGrade level(s) 6-8: Standard MS-PS3-4 - Energy - Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sampleGrade level(s) 6-8: Standard MS-LS1-5 - From Molecules to Organisms: Structures and Processes - Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organismsGrade level(s) 6-8: Standard MS-LS2-5 - Ecosystems: Interactions, Energy, and Dynamics - Evaluate competing design solutions for maintaining biodiversity and ecosystem servicesGrade level(s) 6-8: Standard MS-ESS2-2 - Earth’s Systems - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scalesGrade level(s) 6-8: Standard MS-ESS2-4 - Earth’s Systems - Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravityGrade level(s) 6-8: Standard MS-ESS3-3 - Earth and Human Activity - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Grade level(s) 9-12: Standard HS-PS3-4 - Energy - Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).Grade level(s) 9-12: Standard HS-PS4-1 - Waves and Their Applications in Technologies for Information Transfer - Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.Grade level(s) 9-12: Standard HS-LS1-2 - From Molecules to Organisms: Structures and Processes - Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organismsGrade level(s) 9-12: Standard HS-LS1-3 - From Molecules to Organisms: Structures and Processes - Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.Grade level(s) 9-12: Standard HS-ESS2-2 - Earth’s Systems - Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systemsGrade level(s) 9-12: Standard HS-ESS2-5 - Earth’s Systems - Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processesGrade level(s) 9-12: Standard HS-ESS3-1 - Earth and Human Activity - Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activityMost frequently used words:cholerawaterApproximate Flesch-Kincaid reading grade level: 9.6. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary of considered environmental variables.

aCities with two-phase outbreaks.

Create a basic Story Map: Disease investigations (Learn ArcGIS PDF Lesson). This lesson will show you how to prepare a story map explaining John Snow’s famous investigation of the 1854 cholera outbreak in London._Communities around the world are taking strides in mitigating the threat that COVID-19 (coronavirus) poses. Geography and location analysis have a crucial role in better understanding this evolving pandemic.When you need help quickly, Esri can provide data, software, configurable applications, and technical support for your emergency GIS operations. Use GIS to rapidly access and visualize mission-critical information. Get the information you need quickly, in a way that’s easy to understand, to make better decisions during a crisis.Esri’s Disaster Response Program (DRP) assists with disasters worldwide as part of our corporate citizenship. We support response and relief efforts with GIS technology and expertise.More information...

Statistical summary comparing model performance.

Cholera evolution in Sierra Leone in 2012

The dataset represents the cholera weekly evolution by chiefdom in 2012 and was compiled from WHO data. OCHA supported WHO Sierra Leone in creating and updating cholera map in weekly basis.

Daily cholera case counts in Philadelphia and New York, 1832.

Weekly cholera case counts in various European cities, 1832.

The global burden of cholera is increasing, with the majority (60%) of the cases occurring in sub-Saharan Africa. In Zambia, widespread cholera outbreaks have occurred since 1977, predominantly in the capital city of Lusaka. During both the 2016 and 2018 outbreaks, the Ministry of Health implemented cholera vaccination in addition to other preventative and control measures, to stop the spread and control the outbreak. Given the limitations in vaccine availability and the logistical support required for vaccination, oral cholera vaccine (OCV) is now recommended for use in the high risk areas (“hotspots”) for cholera. Hence, the aim of this study was to identify areas with an increased risk of cholera in Zambia. Retrospective cholera case data from 2008 to 2017 was obtained from the Ministry of Health, Department of Public Health and Disease Surveillance. The Zambian Central Statistical Office provided district-level population data, socioeconomic and water, sanitation and hygiene (WaSH) indicators. To identify districts at high risk, we performed a discrete Poisson-based space-time scan statistic to account for variations in cholera risk across both space and time over a 10-year study period. A zero-inflated negative binomial regression model was employed to identify the district level risk factors for cholera. The risk map was generated by classifying the relative risk of cholera in each district, as obtained from the space-scan test statistic. In total, 34,950 cases of cholera were reported in Zambia between 2008 and 2017. Cholera cases varied spatially by year. During the study period, Lusaka District had the highest burden of cholera, with 29,080 reported cases. The space-time scan statistic identified 16 districts to be at a significantly higher risk of having cholera. The relative risk of having cholera in these districts was significantly higher and ranged from 1.25 to 78.87 times higher when compared to elsewhere in the country. Proximity to waterbodies was the only factor associated with the increased risk for cholera (P

Users can view statistics and generate cross-country comparisons pertaining to infectious diseases and health indicators in 193 WHO member states. Background The Global Health Atlas is a database maintained by the World Health Organization (WHO) that provides information regarding infectious diseases in WHO member states. Health conditions include: malaria, HIV/AIDS, cholera, STIs, meningitis, and polio, among others. User Functionality Users can generate statistics regarding infectious diseases and health systems indicators by country or region, or generate cross-country comparisons. In addition, users can v iew maps showing the distribution of various health indicators and diseases by geographic region or individual country. Data Notes Statistics are available for all WHO member states. Data are available from 1949 to 2009.

Cholera toxin B subunit (CTB) has been extensively used in the past for monosynaptic mapping. For decades, it was thought to lack the ability of transneuronal tracing. In order to investigate whether biotin conjugates of CTB (b-CTB) would pass through transneurons in the rat spinal cord, it was injected into the crushed left sciatic nerve. For experimental control, the first order afferent neuronal projections were defined by retrograde transport of fluorogold (FG, a non-transneuronal labeling marker as an experimental control) injected into the crushed right sciatic nerve in the same rat. Neurons containing b-CTB or FG were observed in the dorsal root ganglia (DRG) at the L4-L6 levels ipsilateral to the tracer injection. In the spinal cord, b-CTB labeled neurons were distributed in all laminae ipsilaterally between C7 and S1 segments, but labeling of neurons at the cervical segment was abolished when the T10 segment was transected completely. The interneurons, distributed in the intermediate gray matter and identified as gamma-aminobutyric acid-ergic (GABAergic), were labeled by b-CTB. In contrast, FG labeling was confined to the ventral horn neurons at L4-L6 spinal segments ipsilateral to the injection. b-CTB immunoreactivity remained to be restricted to the soma of neurons and often appeared as irregular patches detected by light and electron microscopy. Detection of monosialoganglioside (GM1) in b-CTB labeled neurons suggests that GM1 ganglioside may specifically enhance the uptake and transneuronal passage of b-CTB, thus supporting the notion that it may be used as a novel transneuronal tracer.

aCities with two-phase outbreaks: Expected final size, percent asymptomatic or unrecognized cases and asymptomatic/unrecognized to symptomatic ratio were calculated using the R0 estimated from fitting the single-phase model to the epidemic curve.bPhiladelphia data is from second wave of outbreak.cCases were counted daily in these cities.

Dendritic cells (DC) interact with naïve T cells to regulate the delicate balance between immunity and tolerance required to maintain immunological homeostasis. In this study, immature human dendritic cells (iDC) were inoculated with a chimeric fusion protein vaccine containing the pancreatic β-cell auto-antigen proinsulin linked to a mucosal adjuvant the cholera toxin B subunit (CTB-INS). Proteomic analysis of vaccine inoculated DCs revealed strong up-regulation of the tryptophan catabolic enzyme indoleamine 2, 3-dioxygenase (IDO1). Increased biosynthesis of the immunosuppressive enzyme was detected in DCs inoculated with the CTB-INS fusion protein but not in DCs inoculated with proinsulin, CTB, or an unlinked combination of the two proteins. Immunoblot and PCR analyses of vaccine treated DCs detected IDO1mRNA by 3 hours and IDO1 protein synthesis by 6 hours after vaccine inoculation. Determination of IDO1 activity in vaccinated DCs by measurement of tryptophan degradation products (kynurenines) showed increased tryptophan cleavage into N-formyl kynurenine. Vaccination did not interfere with monocytes differentiation into DC, suggesting the vaccine can function safely in the human immune system. Treatment of vaccinated DCs with pharmacological NF-κB inhibitors ACHP or DHMEQ significantly inhibited IDO1 biosynthesis, suggesting a role for NF-κB signaling in vaccine up-regulation of dendritic cell IDO1. Heat map analysis of the proteomic data revealed an overall down-regulation of vaccinated DC functions, suggesting vaccine suppression of DC maturation. Together, our experimental data indicate that CTB-INS vaccine induction of IDO1 biosynthesis in human DCs may result in the inhibition of DC maturation generating a durable state of immunological tolerance. Understanding how CTB-INS modulates IDO1 activity in human DCs will facilitate vaccine efficacy and safety, moving this immunosuppressive strategy closer to clinical applications for prevention of type 1 diabetes autoimmunity.

Comparison of number of FG and b-CTB positive cells stained doubly with ChAT or GAD67 in the C7 and L4 segments of spinal cord (mean ± SD, %).

Effect of CTB-INS on dendritic cell proteins associated with maturation and activation.