@gut_health
@bkoskella
@RSocPublishing
Check out this special feature of #ProcB edited by @bkoskella @gut_health and me. Thanks to the authors for their excellent article contributions - and all articles are #freetoread. Hopefully there is something of interest for all #microbiome researchers here @RSocPublishing
#ProcB Application of ecological and evolutionary theory to #microbiome community dynamics @jamesemcdonald @bkoskella https://t.co/fqOH0kVkaE. All Special Feature papers Free to Read - https://t.co/S02w5ODyHQ pic.twitter.com/jLk3eai1eO
— Royal Society Publishing (@RSocPublishing) January 1, 2021
@gut_health
@bkoskella
@RSocPublishing
@PhilipLeftwich
Matthew P. Edgington
and Tracey Chapman
@clydeandforth1
Martin Broberg
Sandra Denman
@jamesemcdonald
Inga Leena Angell
Knut Rudi
@CristinaHerren
@WillPerryMEFGL
Elle Lindsay, Christopher James Payne, Christopher Brodie and Raminta Kazlauskaite
@BrianTrevelline Jahree Sosa, Barry K. Hartup and
@KevinDKohl
Shen Jean Lim and @Symbionticism
Adam Ossowicki, Vittorio Tracanna, Marloes Petrus, @GillesvanWezel Jos Raaijmakers, Marnix Medema @PaolinaGarbeva
@cgreysongaito, Timothy Bartley, Karl Cottenie, Will Jarvis, @Newman_lab and @M_Stothart
@PaulineDScanlan
@M_Stothart
Rupert Palme
@Newman_lab
More from Science
@mugecevik is an excellent scientist and a responsible professional. She likely read the paper more carefully than most. She grasped some of its strengths and weaknesses that are not apparent from a cursory glance. Below, I will mention a few points some may have missed.
1/
The paper does NOT evaluate the effect of school closures. Instead it conflates all ‘educational settings' into a single category, which includes universities.
2/
The paper primarily evaluates data from March and April 2020. The article is not particularly clear about this limitation, but the information can be found in the hefty supplementary material.
3/
The authors applied four different regression methods (some fancier than others) to the same data. The outcomes of the different regression models are correlated (enough to reach statistical significance), but they vary a lot. (heat map on the right below).
4/
The effect of individual interventions is extremely difficult to disentangle as the authors stress themselves. There is a very large number of interventions considered and the model was run on 49 countries and 26 US States (and not >200 countries).
5/
1/
I've recently come across a disinformation around evidence relating to school closures and community transmission that's been platformed prominently. This arises from flawed understanding of the data that underlies this evidence, and the methodologies used in these studies. pic.twitter.com/VM7cVKghgj
— Deepti Gurdasani (@dgurdasani1) February 1, 2021
The paper does NOT evaluate the effect of school closures. Instead it conflates all ‘educational settings' into a single category, which includes universities.
2/
The paper primarily evaluates data from March and April 2020. The article is not particularly clear about this limitation, but the information can be found in the hefty supplementary material.
3/
The authors applied four different regression methods (some fancier than others) to the same data. The outcomes of the different regression models are correlated (enough to reach statistical significance), but they vary a lot. (heat map on the right below).
4/
The effect of individual interventions is extremely difficult to disentangle as the authors stress themselves. There is a very large number of interventions considered and the model was run on 49 countries and 26 US States (and not >200 countries).
5/
