@apsmunro @interpolated I have no problem with the article itself. It’s with the summary written for it, which you amplified without explaining any corrective context, not even the fact that those positive results were from random sampling, whereas the ordinary assumption would be targeted testing.
@apsmunro @interpolated In the meantime, you cheer on 0-follower 21-tweet trolls who attack me when I try to have a nuanced discussion where I simply ask questions about the level of evidence we should demand before advocating for a certain policy—a question relevant to your own advocacy. Image
@apsmunro @interpolated But in case it’s more helpful if I explain what I mean when I speak of recent cherry picking of headlines, articles and/or evidence standards... 0/n
@apsmunro @interpolated You wrote 2 threads amplifying a BJM ADC article computing relative SAR for children to household contacts, which excluded contacts on grounds of being “assessed to have the same exposure as the paediatric COVID-19 index cases.” That’s great, but... 1/
adc.bmj.com/content/early/…
@apsmunro @interpolated It only excluded *positive* contacts on grounds of common exposure, not *negative* contacts.

It excluded 40 of 41 pos contacts, keeping only the contact of an index child flown in from the UK, but it didn’t exclude a single neg contact—likely an orders-of-magnitude effect. 2/
@apsmunro @interpolated You also, without stopping to check, amplified 2 false claims of the BJM ADC article—1st that they’d used precisely the same data as a large SK contact tracing study you’d dismissed, and 2nd that a third study had used the same SAR computation method, when it hadn’t at all. 3/
@apsmunro @interpolated In your thread on the huge Science Mag contact tracing study from India—the largest the world had, which took months of work by 1000s of contact tracers, you used this BJM ADC study to claim this India study “doesn’t get us closer” on the question of child infectiousness. 4/
@apsmunro @interpolated You furthermore dismissed this India study on the basis that

“Small and detailed beats big and dirty.”

Those exact words. 5/
@apsmunro @interpolated But a few days later, when several pointed out an exquisitely contact-traced single-setting 29-case cluster study in a low-infection area, where at least 5 of 8 infected infants transmitted to family members, you twice dismissed this “small and detailed” study as “anecdotal.” 6/
@apsmunro @interpolated Never mind the small-N studies you’d cited like the Irish one with 3 students who didn’t transmit before isolating with symptoms.

Also, in reply to comment on your *other* tweet dismissing the 29-cluster as “anecdote,” you tweeted the below word-of-mouth (anecdotal) claim. 7/
@apsmunro @interpolated Later, you retweeted the below infographic, which combines a false caption on the left with such miscontextualised comments on the right as to suggest an opposite interpretation to what the data actually say. 8/ Image
@apsmunro @interpolated Here’s a thread detailing problems with the infographic. 9/
@apsmunro @interpolated And then when I complained today about a highly-misleading NYTimes staff-written summary for a (good) NYTimes article, you characterised this as my finding fault with the article itself.

The article’s great. My tweets mostly reported on what the article actually said. 10/
@apsmunro @interpolated I *still* maintain your heart’s in the right place.

Even if I find fault with some of what you post, I know you only do it because you feel strongly that lockdown and school closures are horrible for kids, and you want to protect kids from horribleness. I respect that. 11/
@apsmunro @interpolated I ask that you, in turn, respect that in the UK, there are medically vulnerable parents who face fines and prosecution for withdrawing their child temporarily from in-person school.

*My* vision of horribleness is a child ending up feeling responsible for a parent’s death. 12/
@apsmunro @interpolated It’s also true that for most European countries, I can predict (within +/-week) when school reopened just by looking at the case count timeline. It’s important we understand why.

Is it parents returning to outside-home work, school pickups, unis, crowded schools, what? 13/
@apsmunro @interpolated That’s why things like correct denominators and contextual data about crowding etc matters.

Because if we get these answers wrong, it will mean more lockdowns, more deaths, and more children suffering.

No one’s perfect, but that’s why policing science/scicom is important. 14/
@apsmunro @interpolated I’m writing this as a reply instead of as a free-standing thread, because I don’t want trolling you to be a major theme of my timeline.

I’m sorry if some of my posts have made you feel singled out. 15/
@apsmunro @interpolated If it makes you feel better, I’ve policed at least 5 other COVID scientists/sci-commers as well, and I have a small sideline policing wacky PubMed articles, like extra-dimensional telecommunicating DNA forming black holes in the centre of the earth. 16/
popularmechanics.com/science/enviro…
@apsmunro @interpolated As a mathematician, I feel it would be presumptuous of me to try to publish single-author original research in epidemiology.

But pointing out things like invalid denominators is well within the scope of my qualifications.

Like you, I’d like to contribute where I can. 17/17
@apsmunro @interpolated Wow, kind of disappointing that after taking the trouble to explain all that, and making a point of locating this in a very low-traffic comment thread, his unique take is to subtweet that

scientific review/correction = being mean to Munro

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More from @SarahDRasmussen

24 Oct
Schools + comments on some sources (THREAD)

This recent schools article makes some great points, and @apoorva_nyc is one of the top science journos on covid out there, but a few of the sources cited in this one have some issues, especially a few pages from govt websites. 1/22
-UK link is outdated. For late Oct, random sampling estimates all 3 child age-groups more infected than any adult group. 2-11s are 2nd highest!

-The Netherlands govt website badly mischaracterises its study.

-Pediatrics childcare-worker study and NYC article need comment. 2/22
UK schools opened at start of September. No remote school, even for families with medical vulnerability. No temporary home schooling either.

The article’s linked UK govt webpage shows Sept infection ⬆️ for secondary-school and ⬇️ for primary-school and a few other groups. 3/22 Image
Read 22 tweets
9 Oct
Schools and personally-acceptable risk (THREAD)

This thread is an attempt to address questions certain UK parents and school staff have raised to me.

I’m not an epidemiologist, but as a mathematician I’m weighing in on certain general notions of probability and risk. 1/12
No one knows how bad this 2nd wave will get. It depends on what hard and soft measures are implemented and when, and how they are supported.

But I think it is ethically and scientifically unjustified to trivialise the concerns of parents and school staff about school risk. 2/12
Yes, there’s now good evidence that the covid mortality rate for healthy under-19-year-olds is likely no worse than flu *for*that*demographic.*

But that is only one type of risk. 3/12
Read 13 tweets
3 Oct
@SmutClyde @michaelroston @ThePlanetaryGuy Unfortunately, neither my World Scientific institutional access through U Cambridge nor that through IAS Princeton includes IJGMMP—I guess limited demand.

But there’s a retracted Mac J Med Sci pub by the same authors (et al) w/ “topoisomerase-like waves.”
researchgate.net/profile/Uwe_Wo…
@SmutClyde @michaelroston @ThePlanetaryGuy The retracted article’s argument seems to go:

1) topoisomerase unwinds DNA,
2) um, waves can be kind of wound up looking (?),
3) ergo, waves could unwind DNA like topoisomerase.

Thing is, that doesn’t make sense topologically.
(And I’m a topologist for my day job.)
@SmutClyde @michaelroston @ThePlanetaryGuy Topoisomerase doesn’t unwind DNA like a ball of yarn; it untangles by *crossing*changes*—temporarily snipping DNA for it to pass through itself, thereby changing the embedded topology of the DNA as a tangle/knot.

Simply “pushing DNA around” with a wave would NOT change topology.
Read 9 tweets
27 Sep
@ingridjohanna66 @threadreaderapp Thanks!

Initially stumbled on all this by accident.

I’m new to Twitter. Have mostly tried the academic route on this. The letter of corr + systematic review I sent to LC&AH on this were rejected, and now my univ’s Research Gov Office is working with UKRIO to organise an audit.
@ingridjohanna66 @threadreaderapp I originally worked alone on this, since didn’t want to disrupt med researchers at a time like this.

I know journals are doing the best they can with an avalanche of submitted articles that could influence policy that saves/jeopardises lives.

Difficult to know how hard to push.
@ingridjohanna66 @threadreaderapp (To clarify, what I sent was rejected by the LC&AH editor without ever being sent to peer review.)
Read 4 tweets
25 Sep
School closures + bad science (THREAD)

Remember that 6 Apr Lancet C&AH systematic review on school closures--with that media-amplified "2-4%" statistic--by a UCL team led by RCPCH president + SAGE member Russell Viner?

It has some serious problems. 1/
thelancet.com/journals/lanch…
Why does this still matter?

1. Viner's Review continues to be cited. A lot.

2. School closure was a first-aid response. Transitioning to long-term solutions calls for reexamining the science.

3. Serious enough cases of bad science raise concerns about the source. 2/
My first alarm bell?

The Review Summary's claim that "school closures alone would prevent only 2-4% of deaths" is a badly mis-contextualised statistic from

--wait for it--

the very Imperial College study [31] that prompted UK govt to close schools. 3/
imperial.ac.uk/media/imperial…
Read 23 tweets
27 Aug
THREAD. 1/
Pure mathematician here. Great questions.

It's literally my job description to create mathematics that has no known real-world use.

It's true that algebra had applications even millennia ago. But that is *not* what motivated Pythagoras.
2/ Pure mathematicians develop math according to what’s beautiful or surprising, or connective between diff areas of math.

It's partly done as an act of human achievement and creation, and partly done knowing that real-world uses might be found yrs, decades, or centuries later.
3/ Classical math education was less about learning rote skills and more about learning to think creatively, logically, and critically.

For example with Euclid's geometry, "Sure these lines look parallel, but what assumptions are we making here? How do we know for sure?"
Read 4 tweets

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