Modellers believe that spreading out our limited supply of vaccine as single doses for 3 months will save up to 6000 lives. One concern though is whether single doses might lead to 'vaccine resistance' through virus mutation. (1)
could a non-segmented RNA virus rapidly evolve to evade a polyclonal immune response, rendering a vaccine ineffective?
— Thomas Christie Williams (@Williams_T_C) January 3, 2021
I think if you'd asked the average RNA virus researcher a year ago, the answer would have been no
but then again, 2020 wasn't an average year ... \U0001f9f51/n pic.twitter.com/640xhHSzH6
More from Society
Brief thread to debunk the repeated claims we hear about transmission not happening 'within school walls', infection in school children being 'a reflection of infection from the community', and 'primary school children less likely to get infected and contribute to transmission'.
I've heard a lot of scientists claim these three - including most recently the chief advisor to the CDC, where the claim that most transmission doesn't happen within the walls of schools. There is strong evidence to rebut this claim. Let's look at
Let's look at the trends of infection in different age groups in England first- as reported by the ONS. Being a random survey of infection in the community, this doesn't suffer from the biases of symptom-based testing, particularly important in children who are often asymptomatic
A few things to note:
1. The infection rates among primary & secondary school children closely follow school openings, closures & levels of attendance. E.g. We see a dip in infections following Oct half-term, followed by a rise after school reopening.
We see steep drops in both primary & secondary school groups after end of term (18th December), but these drops plateau out in primary school children, where attendance has been >20% after re-opening in January (by contrast with 2ndary schools where this is ~5%).
I've heard a lot of scientists claim these three - including most recently the chief advisor to the CDC, where the claim that most transmission doesn't happen within the walls of schools. There is strong evidence to rebut this claim. Let's look at
The science shows us that most disease transmission does not happen in the walls of the school, but it comes in from the community. So, CDC is advocating to get our K-5 students back in school at least in a hybrid mode with universal mask wearing and 6 ft of distancing. https://t.co/dfvJ2nl2s4
— Rochelle Walensky, MD, MPH (@CDCDirector) February 14, 2021
Let's look at the trends of infection in different age groups in England first- as reported by the ONS. Being a random survey of infection in the community, this doesn't suffer from the biases of symptom-based testing, particularly important in children who are often asymptomatic
A few things to note:
1. The infection rates among primary & secondary school children closely follow school openings, closures & levels of attendance. E.g. We see a dip in infections following Oct half-term, followed by a rise after school reopening.
We see steep drops in both primary & secondary school groups after end of term (18th December), but these drops plateau out in primary school children, where attendance has been >20% after re-opening in January (by contrast with 2ndary schools where this is ~5%).
Imagine if Christians actually had to live according to their Bibles.
Imagine if Christians actually sacrificed themselves for the good of those they considered their enemies, with no thought of any recompense or reward, but only to honor the essential humanity of all people.
Imagine if Christians sold all their possessions and gave it to the poor.
Imagine if they relentlessly stood up for the widow, the orphan, and the foreigner.
Imagine if they worshipped a God whose response to political power was to reject it.
Or cancelled all debt owed them?
Imagine if the primary orientation of Christians was what others needed, not what they deserved.
Imagine Christians with no interest in protecting what they had.
Imagine Christians who made room for other beliefs, and honored the truths they found there.
Imagine Christians who saved their forgiveness and mercy for others, rather than saving it for themselves.
Whose empathy went first to the abused, not the abuser.
Who didn't see tax as theft; who didn't need to control distribution of public good to the deserving.
"If they start canceling these American presidents, they're gonna come after Bible characters next. Mark my words" -- Fox News "news side" host Bill Hemmer pic.twitter.com/qTPV0NERv8
— Aaron Rupar (@atrupar) February 19, 2021
Imagine if Christians actually sacrificed themselves for the good of those they considered their enemies, with no thought of any recompense or reward, but only to honor the essential humanity of all people.
Imagine if Christians sold all their possessions and gave it to the poor.
Imagine if they relentlessly stood up for the widow, the orphan, and the foreigner.
Imagine if they worshipped a God whose response to political power was to reject it.
Or cancelled all debt owed them?
Imagine if the primary orientation of Christians was what others needed, not what they deserved.
Imagine Christians with no interest in protecting what they had.
Imagine Christians who made room for other beliefs, and honored the truths they found there.
Imagine Christians who saved their forgiveness and mercy for others, rather than saving it for themselves.
Whose empathy went first to the abused, not the abuser.
Who didn't see tax as theft; who didn't need to control distribution of public good to the deserving.
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I just finished Eric Adler's The Battle of the Classics, and wanted to say something about Joel Christiansen's review linked below. I am not sure what motivates the review (I speculate a bit below), but it gives a very misleading impression of the book. 1/x
The meat of the criticism is that the history Adler gives is insufficiently critical. Adler describes a few figures who had a great influence on how the modern US university was formed. It's certainly critical: it focuses on the social Darwinism of these figures. 2/x
Other insinuations and suggestions in the review seem wildly off the mark, distorted, or inappropriate-- for example, that the book is clickbaity (it is scholarly) or conservative (hardly) or connected to the events at the Capitol (give me a break). 3/x
The core question: in what sense is classics inherently racist? Classics is old. On Adler's account, it begins in ancient Rome and is revived in the Renaissance. Slavery (Christiansen's primary concern) is also very old. Let's say classics is an education for slaveowners. 4/x
It's worth remembering that literacy itself is elite throughout most of this history. Literacy is, then, also the education of slaveowners. We can honor oral and musical traditions without denying that literacy is, generally, good. 5/x
As someone\u2019s who\u2019s read the book, this review strikes me as tremendously unfair. It mostly faults Adler for not writing the book the reviewer wishes he had! https://t.co/pqpt5Ziivj
— Teresa M. Bejan (@tmbejan) January 12, 2021
The meat of the criticism is that the history Adler gives is insufficiently critical. Adler describes a few figures who had a great influence on how the modern US university was formed. It's certainly critical: it focuses on the social Darwinism of these figures. 2/x
Other insinuations and suggestions in the review seem wildly off the mark, distorted, or inappropriate-- for example, that the book is clickbaity (it is scholarly) or conservative (hardly) or connected to the events at the Capitol (give me a break). 3/x
The core question: in what sense is classics inherently racist? Classics is old. On Adler's account, it begins in ancient Rome and is revived in the Renaissance. Slavery (Christiansen's primary concern) is also very old. Let's say classics is an education for slaveowners. 4/x
It's worth remembering that literacy itself is elite throughout most of this history. Literacy is, then, also the education of slaveowners. We can honor oral and musical traditions without denying that literacy is, generally, good. 5/x