Your answers

Viruses

Materials for students

Introduction

This module invites you to falsify (“bust”) or confirm a common myth about viruses. In a video introduction, a few virus-related beliefs are brought up, after which you are expected to express your opinion and discuss the topic within your group. Also, you are invited to opt out of one myth about the viruses to be busted, whether based on secondary evidence (e.g., information searches from the internet) or experimentally.

Through this activity, you learn to assess the reliability of information sources (through science / research databases, by studying popular science and other media) and / or develop further your experimentation skills. In both cases, you need to pose a testable hypothesis or a research question and then find evidence to confirm / falsify the hypothesis / answer your research question. After making conclusions, you are invited to prepare and present your findings to your classmates (or other audiences) in a relevant and convincing manner through a short video post, poster, slideshow, etc. The module is finished with a board game where you must decide on virus-related issues.


Activity 1: Presentation of the video introduction

Please watch the video carefully. Write down your initial thoughts and feelings about the issues presented.


Activity 2: Group discussion

After watching the video, you are invited to discuss the topic within your group (4-6 members).

  1. Please, express your initial thoughts and feelings about the presented issue to the others.
  2. As a group, you are invited to choose one of the following myths for busting based on information found on the internet, (text)books, or / and, if possible, experimentally.

You could choose between the following myths or define your own (in the last case, please consolidate the topic first with your teacher):

Myth 1: Vaccines cause autism / serious side effects

Some people believe that vaccines and their additives / preservatives can cause severe reactions in the organism; some include autism - a group of developmental disabilities that can cause significant social, communication, and behavioural challenges. Are those claims warranted?

Myth 2: Infant immune systems cannot handle multiple vaccines.

A few days after the birth as well as some weeks/months later, several different vaccines are injected into a baby. The question is if this can be handled by an infant's body?

Myth 3: Immunity acquired through a disease is a better choice than immunity acquired through vaccination.

Natural immunity is obtained from exposure to the disease through infection. Whereas vaccine-induced immunity is obtained by introducing a killed or weakened form of the disease organism or mRNA created in a laboratory to teach our cells how to make a protein or even just a piece of a protein or modified version of a virus that triggers an immune response. Which raises the question of whether they are equal or not.

Myth 4: Vaccines contain life-threatening substances.

Sometimes it has been said that vaccines might contain additives or preservatives, some toxic as mercury, aluminium, formaldehyde, etc. Whether or to what extent are these claims valid?

Myth 5: Better hygiene and sanitation are responsible for decreased infections, not vaccines.

The spread of the disease has been argued to be related to environmental conditions, sanitation, and personal hygiene. During the last two centuries, there has been improvement in all. Same time the number of infections has decreased, and vaccination has increased. But can we say that vaccines do not matter?

Myth 6: Vaccines can infect the child with the disease it is trying to prevent.

Some vaccines (measles, chickenpox, etc.) use weakened forms of the disease organism (live-attenuated vaccines). The question is if this will infect the child?

Myth 7: We do not need to vaccinate because many countries have low infection rates.

As very few people have diseases, there is a very low probability that I will be in contact with those people, or it is improbable that I will travel to areas with higher infection rates. Therefore, some believe we could abandon most vaccines routinely administered to children.

Myth 8: Soap is as good as alcohol for killing certain viruses (e.g. COVID-19)

One option to disinfect is using alcohol, but the other is hashing hands with soap. But are they equally effective?

Myth 9: Masks are pointless in preventing upper respiratory diseases (e.g. COVID-19).

There has been much discussion in society about the effectiveness of wearing masks for preventing droplet diseases. At the same time, this habit has been normality in some, e.g. Asian cultures. Still, what is the scientific evidence behind it? Or is it possible for you to test their effectiveness yourself?

Myth 10: Prolonged use of the mask produces hypoxia/Masks can cause carbon dioxide poisoning.

It is believed that through the mask, you will get less oxygen. If it is true, then with a limited oxygen supply, there is an increased risk of oxygen lack, called hypoxia. Same time your body releases carbon dioxide that, in very high concentrations, can be toxic. But is this assumption actually true?


Activity 3: Mythbusting

Now, consider whether your hypothesis can be tested based only on secondary evidence (relying on published material of already conducted experiments) or on your own experiment. Based on that, you should choose Activity 3a or Activity 3b from below for further study.

Activity 3a: Mythbusting based on experiment


In case you think your myth can be tested experimentally, please read the following guidelines:

In this activity, you are expected to:

  • Narrow down your myth into a testable hypothesis / research question.
  • Design an experiment that will confirm or falsify your hypothesis/ answer your research question.
  • Present your collected data in tables and graphs, and preferably, videotape your experiment as evidence
    look at the tutorial
  • Explain your results using scientific evidence.
  • Use your results to form a conclusion.
  • Estimate the plausibility of the chosen myth.
  • Share workload within your group (e.g., through designating everybody to a different role - manager, secretary, supplier of materials).

Plan of activities

Think carefully about how you will control all the other variables except the one you will manipulate. Also, you should think carefully about how to share the workload within your group. Please indicate by which activities (1), (2), (3) … you are involved as a whole team and by which you are going to divide responsibilities. In this case, write down in brackets, please, who is responsible for what

Defining the variables:

Add each control variable to a separate row

Changed factor

Measured factor

Constants



You are now expected to find evidence from secondary sources to confirm your own findings using this tool

Did secondary data confirm your findings? If not, what do you think why?
Please make a statement conclusion on whether the selected myth is confirmed or rejected based on your findings.


Activity 4: Transforming evidence to a suitable format

Possible formats:

The following criteria will help you to develop your presentation:

Criteria

Product

  • The chosen format is suitable for a given audience (e.g. peers).
  • Science content is correct (following up-to-date scientific understanding).
  • The posed hypothesis/research question found evidence and made conclusions are mutually consistent.
  • Demonstrated evidence is gained from reliable sources which are referred.
  • The message is clear / understandable.
  • Presentation remains within the given time frame (x-y minutes).
  • The visual language is convincing.
  • Group can respond to the questions raised by the audience.

Process

  • The responsibilities related to producing visual, textual, and sound elements, plus acting, and leadership are fairly shared between the group members.
  • The video is ready by _________________ (appointed deadline).

Activity 5: Group presentations

In this activity, you are invited to present your video, poster, etc. to the others. Please be ready to answer your classmates and teacher's questions and comments!
Also, during the presentation of the other groups, you are invited to give constructive feedback to your classmates.

After the presentations:

What do you think of the feedback that you got from your peers? Is it helpful, so you can use it and make an even better video next time? Is it fair? Discuss it within your group!


Activity 6: Game

This game is adopted from, and modified based on the following source: https://playdecide.eu/playdecide-kits/167151

In the following activity, you are invited to play a card game with your group/classmates to practice simple, respectful, and fact-based group discussion that is expected to model socio-scientific decision-making processes in our society. The game enables you to explore a topic in-depth in an informal and informative way, reflect on thoughts and opinions that would be difficult to get to and express them in other ways.

More precisely, you are expected to:

  • Get familiar with the problems posed within the context of vaccination / wearing masks and look at them from different perspectives.
  • Form or clarify your own opinion
  • Work towards a shared group vision
  • Vote on policy positions, share your results, and compare them with the opinions of others who played the same game (and had the same theme).

The game is played in groups (á 4 players).

Phase I - Choosing a story (≈20 minutes)

There are two themes:

Theme 1

Vaccination

Theme 2

Wearing masks by upper respiratory infection pandemics

Both themes have several cases (story cards) related to the theme.

Story 1
Story 2
Story 3
Story 4
Story ...

Each player reads through the story cards. They each choose one they find personally significant (meaningful). Each player briefly summarizes his / her story card to the rest of the group.

Both themes (vaccination and wearing masks) have several info cards related to each.

Info 1
Info 2
Info 3
Info 4
Info 5
Info 6
Info ...

All players exchange and read info cards. They each choose two they find personally significant (meaningful). Each player briefly summarizes their chosen info cards to the group.

Phase II - Discussion (≈20 min)

Discussion: In this stage, players share their opinion(s) with others and refine their points of view as they hear different arguments and perspectives. Players use the cards gathered in phase I to support their opinions. Players can record the discussion by making clusters around the themes that reflect the group’s vision. All types of cards can be used to create a cluster.

Phase III - Opinions (≈20 min)

Players will read through different position cards and prepare to vote for one position that best represents their opinion (at the end of the game).

Position 1
Position 2
Position 3
Position 4

A shared group response: This stage invites players to look at issues as a group: what opinions are present in your group? Can you reach a positive consensus on a position?

This stage can be conducted by the following activities:

  1. Read through policy positions 1-4.
  2. Try to look for common ground. Is there a policy position you can all live with? If not, try to formulate your own “fifth policy” as a group.
  3. All players vote individually in turn on all policies.
  4. Votes are recorded on the voting sheet, which provides an excellent visual summary and allows you to compare your group’s results with that of other players.

Game cards: Theme 1

Here the cards fit to the page layout and take as little space as their content demands – so this is just a preview. If you want to see the cards as uniform size playing cards and print them out, please open the special “card-view” page.

Open print view
(in a new tab)

Story cards

My son Francesco was a lively, intelligent, curious boy who was always healthy. Two years ago, at the age of 12, he died suddenly of meningitis at a summer camp. During the holidays, another boy also went down with meningitis but suffered no further consequences. All the youngsters at the camps received a preventive dose of antibiotics. At the hospital, they told us there was a vaccine against the pathogen that killed our son. On top of the tremendous pain of losing my son, it hurts me even more, to think that he would still be alive today if he had been vaccinated.

Story 1

I was very reluctant to accept the flu vaccination when our family doctor offered it to us this year. Since we retired, my husband has developed heart failure, and we have been vaccinated every year. Still, we caught the flu last year even though we had been vaccinated. This year our doctor offered us the vaccine again, and, as he insisted, we agreed to be vaccinated. He told us this year’s virus was similar to the one that caused the Spanish flu epidemic at the beginning of the last century. Still, a terrible outbreak like that didn’t happen, and neither my husband nor I became ill. We have the impression that vaccination is a pointless, costly practice carried out for the benefit of drug companies.

Story 2

Our five years old daughter Anna has had several allergic to different foods, pollen, and medications, but also some vaccines towards which she has developed overreactions (high fever, skin rash all over the body), so it has been difficult for us as parents to give her all the recommended vaccines as scheduled. Since she went to preschool, we have been very worried after encountering other parents refusing vaccines for their children suggesting that vaccines are pointless, if not even dangerous. As Anna has not got all the scheduled vaccines, we are afraid she is especially vulnerable when being in the same group with children not vaccinated with the routinely scheduled vaccines.

Story 3

I read a World Health Organisation leaflet at the pediatrician’s surgery. In 1998, about a thousand children suffered paralysis daily due to the polio virus. Most of them lived in the poorest countries. After worldwide vaccination campaigns, in 2000, only 30 children a day suffered paralysis due to polio. When I had my son vaccinated, I felt part of a project. I did it for him, his brothers and sisters, and all children, particularly those in the most deprived situations.

Story 4

At the age of two, the paediatrician diagnosed a disorder on the autistic spectrum in our son Esteve. We detected the first symptoms after the second vaccination. He was irritable, he wouldn’t look at us, he didn’t like being picked up and he was living as if he were alone. We read an article on the internet from the medical journal Lancet that related autism and vaccines. The paediatrician told us the article had been withdrawn because of fraud and many subsequent studies had rejected the relationship between vaccination and autism. The paediatrician also told us that the disease is usually diagnosed at about the same time as children are vaccinated, so some people wrongly believe there is a link between the two things. We understood what he was saying, but that doubt will always be there.

Story 5

An outbreak of measles has been declared at the university I’ve been attending for the last few months. To start with there were a few isolated cases, but the epidemic has spread and now a lot of people are ill. Some have been admitted to hospital. The complications of measles in adults can be serious, so the authorities decided that, in order to attend courses, vaccination records had to be presented or students would have to prove they had already had the disease. As vaccines are not compulsory, I don’t believe institutions should invade our privacy in this way.

Story 6

Info cards

Vaccination coverage

With the success of vaccines, the seriousness of certain diseases is no longer perceived. As a result, vaccines are forgotten or even refused, exposing the population to severe impacts on health. If coverage in the population falls, some epidemics can reappear, as happened with diphtheria in some countries since the mid-1980s. E.g. in the lands formerly belonging to USSR, the diphtheria outbreak reached, in sum, 50 000 cases in 1995.

Info 1

Vaccination is an act of solidarity

Vaccination is an act of solidarity helping in the fight against diseases and epidemics around the world. Unvaccinated people threaten those who cannot be vaccinated for medical reasons (for example, young children, pregnant women, and people with immune deficiencies).

Info 2

Who covers the costs?

In most of the EU countries, the cost of recommended essential vaccines is covered by social security. The cost of additional vaccines not included in the vaccine schedule is not covered.

Info 3

Vaccines protect us

Vaccines are the most effective way of protecting us from severe diseases like diphtheria, tetanus, whooping cough, polio, meningitis, measles, and many others. Thanks to the high percentage of vaccinated people, the propagation of these diseases in Europe and beyond has dramatically declined or completely disappeared.

Info 4

Benefits and risks of vaccines

The vaccines on the market have already been successfully tested on millions of children and adults. They are considered to be among the safest drugs. There are no risk-free vaccines, but the danger is much less than from natural diseases. Serious side effects are infrequent. E.g., about 1 in 10 get swelling around the site of infection, and even fewer people get fevers. Both disappear within a few days.

Info 5

Vaccines and autism

Some years ago, an article was published in the scientific journal The Lancet that associated vaccines with autism. Despite this, 20 studies were carried out in six different countries, with the participation of thousands of people; no association was found between the triple virus vaccine (measles, mumps, and rubella) and autism.

Info 6

Chickenpox

Chickenpox is a highly contagious viral disease passed from person to person and is usually contracted during childhood. At that age, chicken pox is an unpleasant but generally harmless disease. The risk of complications increases sharply, though, when a person goes down with chicken pox as an adult. It is, therefore, essential to protect all teenagers who have not had the disease during childhood with vaccination.

Info 7

Reduction in mortality

Vaccines against diphtheria, tetanus, whooping cough, and measles can save 2.5 million children’s lives yearly. They are among the most productive and cost-effective public health measures. Without the vaccination programme against COVID-19 in the US, by the end of June 2021, there would have been approximately 279,000 additional deaths and up to 1.25 million other hospitalizations.

Info 8

100% protection?

No vaccine offers 100% protection, but there are measures allowing increased protection, such as booster doses - a different vaccine administration after an earlier amount. After initial immunization, a booster dose is a re-exposure to the immunizing antigen. It is intended to increase immunity against that antigen back to protective levels after memory against that antigen has declined. For example, tetanus shot boosters are often recommended every ten years. By this point, memory cells specific against tetanus lose their function or undergo apoptosis.

Info 9

Getting vaccinated against the flu

Flu kills hundreds of thousands of people every year. Vaccination is particularly recommended for people over 65, chronic diabetes patients, people with weakened immune systems, and health personnel. Flu vaccination has to be repeated every year, as the virus responsible for the epidemics is constantly changing.

Info 10

Life expectancy

A significant part of the increase in our life expectancy, which is now above 80 in many European countries, is that we are almost all vaccinated. Today, vaccination is still the best preventive tool against certain infectious diseases.

Info 11

Sudden infant death

There is no documented correlation between vaccines and sudden infant death syndrome. Vaccines are administered at a time when children can suffer from this syndrome, so they can sometimes be erroneously related.

Info 12

Vaccines save lives

Vaccines save lives. In developing countries, every dollar spent The three essential vaccines (measles, mumps, and rubella) can save 16 dollars in direct medical costs necessary to treat these diseases and alleviate their consequences. Immunising a child against seven infections (tuberculosis, polio, diphtheria, tetanus, whooping cough, hepatitis B, and measles) costs 17 dollars, a ridiculous figure compared to any other medical treatment.

Info 13

Smallpox

Smallpox was the first disease eradicated, thanks to vaccination. In 1980, the World Health Organization (WHO) announced that smallpox had been eradicated worldwide, thanks to a coordinated worldwide vaccination campaign. This ended a disease that killed 35% of the people infected and caused blindness and multiple scars for the survivors.

Info 14

How is a vaccine developed?

Drugs that can become vaccines must be analyzed and tested on cells and animals in studies costing significant amounts of money. If good results are obtained in these tests, the drug company asks the authorities to approve a human clinical trial. Clinical trials are divided into three phases, including many procedures and more tests. Only if the results are positive and the authorities approve the vaccine can the pharmaceutical company sell it.

Info 15

Vaccines and natural infection

Vaccines stimulate the immune system, cause a similar but less intense response to the effect of a natural infection and prevent the disease and its complications in most cases. On the other hand, the price for immunity after natural infection might be pneumonia from chickenpox or pneumococcus, intellectual disability from Haemophilus influenzae type b (Hib), birth defects from rubella, liver cancer from hepatitis B virus, death from measles, etc. If you wanted to gain immunity to measles, for example, by contracting the disease, you would face a 1 in 500 chance of death from your symptoms. In contrast, the number of people who have had severe allergic reactions from an MMR vaccine is less than one-in-one million.

Info 16

Thiomersal

Thiomersal is a compound containing mercury used to prevent the growth of bacteria and fungi in vials of vaccines. However, the amount of thiomersal in vaccines is minimal and involves no health risk. A vaccine containing 0.01% thimerosal as a preservative contains roughly the same amount of elemental mercury contained in a small can of tuna fish. Moreover, since 2001, routine vaccines for children under six no longer contain thimerosal. Teens and adults can also request thimerosal-free vaccines. Thimerosal contains ethylmercury, which is cleared from the human body quickly compared to methylmercury, which bioaccumulates – so there is also a difference in which form toxic metal is. Nevertheless, COVID-19 vaccines, e.g. do not contain toxins.

Info 17

Aluminium

Certain elements, such as aluminum salts, are added to vaccines because they work as an adjuvant, which means their presence boosts the immune response when you are vaccinated. The small amount of aluminum in some vaccines does not cause any risk. A dose of vaccine contains 0.5 mg of aluminum. At the same time, it is estimated that we ingest 8 mg of food daily without causing any problems. Also, only certain vaccines contain aluminum salts, and new COVID-19 vaccines do not include them.

Info 18

Measles

What effect would measles have if we weren’t vaccinated? Before the measles vaccine was introduced in 1963, there were significant epidemics every two or three years, causing around 2.6 million deaths yearly. Since then, the figure has fallen, and in 2016 there were 89,780 deaths from measles throughout the world. This brought the figure below 100,000 deaths a year for the first time. If vaccination against the disease ended, we might return to the previous situation.

Info 19

Vaccines and the immune system

Babies and children are exposed to many viruses daily as they play, eat and breathe. These viruses, their proteins, and other substances they secrete act as antigens – in other words, they activate the immune response. The quantity of antigens children fight every day (2,000-6,000) is therefore much higher than the total number of antigens applied through vaccination. Children’s immune systems are prepared to tolerate vaccines well.

Info 20

Raising the probability of not becoming infected

Based on the data from Los Angeles County, unvaccinated people were about 29 times more likely to be hospitalized with COVID-19 than those who were fully vaccinated, according to a CDC (Centers for Disease Control and Prevention in the US) report in 2021.

Info 21

Position cards

Position 1

The State establishes a compulsory vaccination schedule for everyone. The vaccines it includes are free, and penalties are imposed on people who choose not to be vaccinated or not to have their children vaccinated.

Position 2

The State insists on only a few vaccines, following a compulsory vaccination schedule. An optional schedule is also established for the vaccines not considered to be such high priorities. The vaccines included in the calendar are free, and penalties are not imposed on people who do not follow the compulsory vaccination schedule.

Position 3

The State takes on the task of recommending some vaccines. It does not compel its citizens; it allows them to choose responsibly, providing them with all necessary information and covering the costs.

Position 4

Following the principle of freedom of choice, the State does not become involved in issues concerning vaccination. Citizens must get information for themselves (for example, via their doctors) and decide whether they want to be vaccinated and against which diseases. The State does not cover the cost of these vaccines.


Game cards: Theme 2

Here the cards fit to the page layout and take as little space as their content demands – so this is just a preview. If you want to see the cards as uniform size playing cards and print them out, please open the special “card-view” page.

Open print view
(in a new tab)

Story cards

Many people, some of them quite famous, were protesting against wearing masks in public spaces during the COVID-19 pandemic. The former baseball player Aubrey Huff (US) announced on Twitter that he would no longer wear a mask inside any business. “It’s unconstitutional to enforce,” he wrote. “Let’s make this bullshit stop now! Who’s with me?” His critics in social media had tried to shame him for “threatening the lives of millions of innocent people, yet those responses did nothing to persuade Huff to wear a mask. (theatlantic.com)

Story 1

I am working as a pharmacist. Today came, a woman to me to buy a prescription drug while heavily coughing but not wearing a mask. This was meant against her pneumonia, as she said. After I reminded her of the mask-wearing requirement and offered her one, she said she just got a negative corona result and didn’t need any. I didn’t have enough courage to refuse her to sell the medication as she probably strongly required it. Still, I feel frustrated about people who do not understand that COVID is not the only airborne disease.

Story 2

I am a frequent gym visitor. Until now, I haven’t figured out how the mask-wearing rule in the gym could help prevent COVID. Namely, it is required to wear a mask in the locker room but not when in the shower or gym itself. It just does not make sense how wearing a mask in the locker room could help. Anyway, I am always healthy, and I think that I recover very quickly even if falling ill with the virus. Therefore, I don’t believe masks are of any use to me.

Story 3

I am a nurse in a surgery department and wear a mask daily. Medical workers have been using it for years and are still not suffocating. By now, I have gotten sick from claims about how masks suffocate or induce carbon dioxide toxication, how complicated it is to put masks on when wearing glasses, and so on. Those who are very loud and talk about their rights all the time could think for a moment about the most vulnerable among us. How privileged is your life where wearing a mask is the most oppressed you have ever felt?

Story 4

Info cards

The prolonged use of medical masks can be uncomfortable. However, it does not lead to CO2 intoxication or oxygen deficiency. In a small study, wearing a 3-layer nonmedical face mask was not associated with a decline in oxygen saturation in older participants. Also, several other studies have confirmed this finding on much younger participants. These results do not support claims that wearing nonmedical face masks in community settings is unsafe.

Info 1

Medical mask-wearing has a long history starting from medievals. There are pictures of medical professionals treating patients with bubonic plague and wearing beak-like masks. The beak was stuffed with herbs, spices, and dried flowers to ward off the odors believed to spread the plague. Not new in history is even mandatory masking - during the Spanish flu epidemic in 1918, cities worldwide passed mandatory masking orders. Mask-wearing skyrocketed in the early years of the 21st century with the outbreak of SARS and avian influenza. (Source)

Info 2

Masks are a vital measure to suppress transmission and save lives. Masks should be used as part of a comprehensive ‘Do it all!’ approach, including physical distancing, avoiding crowded, closed, and close-contact settings, good ventilation, cleaning hands, covering sneezes and coughs, and more. Depending on the type, masks can be used for either protection of healthy persons or to prevent onward transmission.

Info 3

Masks are often used to protect against viruses and bacteria. They had become widespread in the sense of protection against the SARS-CoV-2 virus. Among different types of masks, surgical face masks are among the most commonly used face coverings in the COVID-19 pandemic. Typically, they are blue-colored from one side, which should be kept as an outer layer. The main aim of surgical masks is to protect patients from potential contact with bacteria and viruses exhaled by the wearer. So, they well prevent the spread of the coronavirus through the air but are less effective means of protecting the wearer from the virus.

Info 4

To better filter both exhaling and inhaling air, an FFP2 or FFP3 mask (often called also respirator) should be used. FFP2 and FPP3 have a filtration efficiency for airborne particles (including those that contain the virus) of 92% and 98%, respectively. Both masks also have small inward leakage: ‹8% and ‹2%, respectively.

Info 5

The efficiency of the masks has been tested in special laboratories, e.g. in the exposure chamber. In those studies, a particle generator fills the exposure chamber with small particles, similar to aerosols carrying the viruses. Subsequently, particle concentrations behind the masks are measured and compared to the attention in the general atmosphere of the exposure chamber.

Info 6

The most substantial evidence of the efficiency of wearing masks is based on epidemiologic data from real-life situations. According to a study published in Health Affairs in 2020, the daily COVID-19 growth rate is slowdown after mask mandates in 15 states and the District of Columbia in the US. (Source)

Info 7

A high-speed video experiment found hundreds of droplets ranging from 20 to 500 micrometers were generated when saying a simple phrase. However, nearly all these droplets were blocked when a damp washcloth covered the mouth. Another study of people who had influenza or the common cold found that wearing a surgical mask significantly reduced the amount of these respiratory viruses emitted in droplets and aerosols. (Source)

Info 8

A recent study looked at coronavirus deaths across 198 countries and found that those with cultural norms or government policies favoring mask-wearing had lower death rates.(Source)

Info 9

Case reports suggest that masks can prevent transmission in high-risk scenarios. In one case, a man flew from China to Toronto and tested positive for COVID-19. He had a dry cough and wore a mask on the flight, and all 25 people closest to him tested negative for COVID-19. In another case, in late May, two hair stylists in Missouri had close contact with 140 clients while sick with COVID-19. Everyone wore a mask, and none of the clients tested positive. (Source) Still, it should be admitted different viruses and strains of the same virus have different infection rates.

Info 10

In one simulation, researchers predicted that 80 percent of the population wearing masks would do more to reduce COVID-19 spread than a strict lockdown. Even if you live in a community where few people wear masks, you would still reduce your chances of catching the virus by wearing one. (Source)

Info 11

FFP2 and FFP3 types masks (respirators, European system) can filter at least 95% of aerosols around 0.3 μm. Similar numbers have shown N95 masks (US system) (source). Respiratory droplets containing COVID-19 have measures of 5-10 μm and COVID-19 itself 0,1-0,5 μm (Source).

Info 12

Position cards

Position 1

In case of a pandemic outburst of upper respiratory viruses (e.g. COVID-19), the state establishes mask wearing compulsory in public places (public transportation, malls, medical institutions, mass events, etc.) for everyone — no matter whether people are vaccinated against the particular virus or not. The masks are provided for free, and penalties are imposed on people who refuse to wear masks.

Position 2

In case of a pandemic outburst of upper respiratory viruses (e.g. COVID-19), the state insists on wearing a mask in public places for only those not vaccinated nor lately recovered from the given viral disease. Also, people have to buy masks themselves. The other people should present respective documentation on demand for their vaccination or recovery.

Position 3

In case of a pandemic outburst of upper respiratory viruses (e.g. COVID-19), the state insists on wearing masks only on mass events exceeding a certain number of participants, a particular number depending on the nature of the event.

Position 4

In case of a pandemic outburst of upper respiratory viruses (e.g. COVID-19), the state recommends wearing masks in public places. It does not compel its citizens; it allows them to choose responsibly, providing all necessary information and covering the costs.

Position 5

Following the principle of freedom of choice, the state does not become involved in issues concerning wearing masks during pandemics. Citizens must get information for themselves (for example, via their doctors) and decide whether they want to wear masks. The state does not cover the cost of masks.