
Caroline Zickgraf
Articles
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Jan 12, 2024 |
pnas.org | Caroline Zickgraf |Dominique Jolivet |Claudia Fry |Emily Boyd
Academics are more specific, and practitioners more sensitive, in forecasting interventions to strengthen democratic attitudesEdited by Kenneth Wachter, University of California, Berkeley, CA; received April 30, 2023; accepted November 8, 2023SignificanceMore credible ideas for addressing social problems are generated than can be tested or implemented. To identify the most promising interventions, decision-makers may rely on forecasts of intervention efficacy from experts or laypeople.
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Jan 12, 2024 |
pnas.org | Caroline Zickgraf |Dominique Jolivet |Claudia Fry |Emily Boyd
On the surprising effectiveness of a simple matrix exponential derivative approximation, with application to global SARS-CoV-2Edited by James Bull, University of Idaho, Moscow, ID; received November 6, 2023; accepted November 30, 2023SignificanceRecent work uses a simplistic approximation to the matrix exponential derivative to apply gold-standard models from evolutionary biology to a collection of challenging data analyses.
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Jan 10, 2024 |
pnas.org | Caroline Zickgraf |Dominique Jolivet |Claudia Fry |Emily Boyd
SignificanceThe COVID-19 pandemic highlighted the need to deeply understand which arms of the immune system are responsible for protection from severe infection. Antibody neutralization has been the main indicator of protection, but increasing evidence highlights the role of fragment crystallizable (Fc) effector functions in determining the outcome of severe acute respiratory syndrome coronavirus 2 infection.
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Jan 10, 2024 |
pnas.org | Caroline Zickgraf |Dominique Jolivet |Claudia Fry |Emily Boyd
Since the murder of George Floyd in 2020 and in the wake of the COVID-19 pandemic it is fair to say that discussion of the use of race concepts in medical and biological fields in the United States has intensified and been more visible than many previous such discussions throughout the 20th century and now in the 21st century.
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Jan 9, 2024 |
pnas.org | Caroline Zickgraf |Dominique Jolivet |Claudia Fry |Emily Boyd
AbstractThe broad and substantial educational harm caused by the COVID-19 pandemic has motivated large federal, state, and local investments in academic recovery. However, the success of these efforts depends in part on students’ regular school attendance. Using state-level data, I show that the rate of chronic absenteeism among US public-school students grew substantially as students returned to in-person instruction.
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