Patient phenotypes listed: mild bleeding history normal platelet number increased mean platelet volume increased RIPA (les than typical PT-VWD) enhanced binding of VWF to platelets (assessed by flow cytometry)

Has functional and HXMS data to support classification to pathogenic

for - perspectival knowing - example - age of the world - number of galaxies

perspectival knowing - example - age of the world - number of galaxies - This may be truth for one person, but not another - Our writing reveals our perspectives, and also determines who will or will not resonate with it

ᔥ[[Michael Gibb]] in Breakthrough in prime number theory demonstrates primes can be predicted

Breakthrough in prime number theory demonstrates primes can be predicted by [[Michael Gibb]]

While some sources (which? Kaiser implies that there are some, though they may have been based on anecdotal evidence) apparently recommend to use one number for each firm, Kaiser admonishes users to stay away from this rule as not all firms will also take up space within each particular category. He recommends using consecutive numbering within each category so that there are no gaps. This lack of any gaps will reveal in the future when things may be missing from one's system.

Use en dash for number ranges and no space either side

The approach of the book is underpinned more by number theory rather than geometry, though the geometry is used for some basic motivations.

• for: SONEC - Dunbar number

• comment

  • SONECs are based on Dunbar number of 150 people to maintain group intimacy

How to fold and cut a Christmas star<br /> Christian Lawson-Perfect https://www.youtube.com/watch?v=S90WPkgxvas

What a great simple example with some interesting complexity.

For teachers trying this with students, when one is done making some five pointed stars, the next questions a curious mathematician might ask are: how might I generalize this new knowledge to make a 6 pointed star? A 7 pointed star? a 1,729 pointed star? Is there a maximum number of points possible? Is there a minimum? Can any star be made without a cut? What happens if we make more than one cut? Are there certain numbers for which a star can't be made? Is there a relationship between the number of folds made and the number of points? What does all this have to do with our basic definition of what a paper star might look like? What other questions might we ask to extend this little idea of cutting paper stars?

Recalling some results from my third grade origami days, based on the thickness of most standard office paper, a typical sheet of paper can only be folded in half at most 7 times. This number can go up a bit if the thickness of the paper is reduced, but having a maximum number of potential folds suggests there is an upper bound for how many points a star might have using this method of construction.

Why does digestion improve the estimation of plasmid vs the chromosome? I would assume the chromosome is more tightly supercoiled and inaccessible unless digested right?

http://www.cube20.org/

God's number is 20. Proven by Tomas Rokicki, Herbert Kociemba, Morley Davidson, and John Dethridge

With respect to the Rubic's Cube, God's number is defined as the minimum number of turns to solve a randomly scrambled cube. Morwen Thistlethwaite proved that it was at most 52 moves in 1981. By June 2010 a group of four had a proof that God's number is 20.

In Other Words The human INTERbeing - our relational nature - our Dunbar number past - is denied by modernity

• Paraphrase
• 150 alone doesn’t tell the whole story.
• Other range numbers are nested within the social brain hypothesis.

• curiously, Dunbar recognized they were all multiples of 5.

  • the tightest circle has just 5 people (loved ones).
  • 15 (good friends),
  • 50 (friends),
  • 150 (meaningful contacts),
  • 500 (acquaintances) and
  • 1500 (people you can recognise).

• People migrate in and out of these layers,

• but that space has to be carved out for any new entrants.

• Applying Dunbar's number to urban planning gives us the idea of the = "quasi-village"
• Comment
  • this could be quite useful for creating more = citizen social capital within cities,
• and from that, more impactful, bottom-up civic engagement
• for climate change action, this could be a Very key strategy
• Claim
  • alienation is rife in many large cities and "communities" are:
• no longer communities in the traditional anthropological sense in which social capital was high.
• hence, there is an urgent need for:
• Quotable phrase
  • communities need to relearn how to be communities once again.

• Timothy Morton's concept of = hyperobject
• can be interpreted as reflections of alienation
• emerging out of rapid cumulative cultural evolution
• that has made our cognitive machinery genetically evolved and adapted to small group living ( within Dunbar's number) over hundreds of thousands of years

• maladaptive to our too-quickly-culturally-evolved modernity

• References

• https://jonudell.info/h/facet/?max=100&expanded=true&user=stopresetgo&exactTagSearch=true&any=Maladaptive+cognitive+bias

Our calendar paint by number that we call our lives.

Thoughts on Zettelkasten numbering systems

I've seen variations of the beginner Zettelkasten question:

"What happens when you want to add a new note between notes 1/1 and 1/1a?"

asked at least a dozen times in the Reddit fora related to note taking and zettelkasten, on zettelkasten.de, or in other places across the web.

Dense Sets

From a mathematical perspective, these numbering or alpha-numeric systems are, by both intent and design, underpinned by the mathematical idea of dense sets. In the areas of topology and real analysis, one considers a set dense when one can choose a point as close as one likes to any other point. For both library cataloging systems and numbering schemes for ideas in Zettelkasten this means that you can always juxtapose one topic or idea in between any other two.

Part of the beauty of Melvil Dewey's original Dewey Decimal System is that regardless of how many new topics and subtopics one wants to add to their system, one can always fit another new topic between existing ones ad infinitum.

Going back to the motivating question above, the equivalent question mathematically is "what number is between 0.11 and 0.111?" (Here we've converted the artificial "number" "a" to a 1 and removed the punctuation, which doesn't create any issues and may help clarify the orderings a bit.) The answer is that there is an infinite number of numbers between these!

This is much more explicit by writing these numbers as:<br /> 0.110<br /> 0.111

Naturally 0.1101 is between them (along with an infinity of others), so one could start here as a means of inserting ideas this way if they liked. One either needs to count up sequentially (0, 1, 2, 3, ...) or add additional place values.

Decimal numbering systems in practice

The problem most people face is that they're not thinking of these numbers as decimals, but as natural numbers or integers (or broadly numbers without any decimal portions). Though of course in the realm of real numbers, numbers above 0 are dense as well, but require the use of their decimal portions to remain so.

The tough question is: what sorts of semantic meanings one might attach to their adding of additional place values or their alphabetical characters? This meaning can vary from person to person and system to system, so I won't delve into it here.

One may find it useful to logically chunk these numbers into groups of three as is often done using commas, periods, slashes, dashes, spaces, or other punctuation. This doesn't need to mean anything in particular, but may help to make one's numbers more easily readable as well as usable for filing new ideas. Sometimes these indicators can be confusing in discussion, so if ever in doubt, simply remove them and the general principles mentioned here should still hold.

Depending on one's note taking system, however, when putting cards into some semblance of a logical sort-able order (perhaps within a folder for example), the system may choke on additional characters beyond the standard period to designate a decimal number. For example: within Obsidian, if you have a "zettelkasten" folder with lots of numbered and named files within it, you'll want to give each number the maximum number of decimal places so that when doing an alphabetic sort within the folder, all of the numbered ideas are properly sorted. As an example if you give one file the name "0.510 Mathematics", another "0.514 Topology" and a third "0.5141 Dense Sets" they may not sort properly unless you give the first two decimal expansions to the ten-thousands place at a minimum. If you changed them to "0.5100 Mathematics" and "0.5140 Topology, then you're in good shape and the folder will alphabetically sort as you'd expect. Similarly some systems may or may not do well with including alphabetic characters mixed in with numbers.

If using chunked groups of three numbers, one might consider using the number 0.110.001 as the next level of idea between them and then continuing from there. This may help to spread some of the ideas out as surely one may have yet another idea to wedge in between 0.110.000 and 0.110.001?

One can naturally choose almost any any (decimal) number, so long as it it somewhat "near" the original behind which one places it. By going out further in the decimal expansion, one can always place any idea between two others and know that there will be a number that it can be given that will "work".

Generally within numbers as we use them for mathematics, 0.100000001 is technically "closer" by distance measurement to 0.1 than 0.11, (and by quite a bit!) but somehow when using numbers for zettelkasten purposes, we tend to want to not consider them as decimals, as the Dewey Decimal System does. We also have the tendency to want to keep our numbers as short as possible when writing, so it seems more "natural" to follow 0.11 with 0.111, as it seems like we're "counting up" rather than "counting down".

Another subtlety that one sees in numbering systems is the proper or improper use of the whole numbers in front of the decimal portions. For example, in Niklas Luhmann's system, he has a section of cards that start with 3.XXXX which are close to a section numbered 35.YYYY. This may seem a bit confusing, but he's doing a bit of mental gymnastics to artificially keep his numbers smaller. What he really means is 3000.XXX and 3500.YYY respectively, he's just truncating the extra zeros. Alternately in a fully "decimal system" one would write these as 0.3000.XXXX and 0.3500.YYYY, where we've added additional periods to the numbers to make them easier to read. Using our original example in an analog system, the user may have been using foreshortened indicators for their system and by writing 1/1a, they may have really meant something of the form 001.001/00a, but were making the number shorter in a logical manner (at least to them).

The close observer may have seen Scott Scheper adopt the slightly longer numbers in the thousands (like 3500.YYYY) as a means of remedying some of the numbering confusion many have when looking at Luhmann's system.

Those who build their systems on top of existing ones like the Dewey Decimal Classification, or the Universal Decimal Classification may wish to keep those broad categories with three to four decimal places at the start and then add their own idea number underneath those levels.

As an example, we can use the numbering for Finsler geometry from the Dewey Decimal Classification wikipedia page shown as:

``` 500 Natural sciences and mathematics

510 Mathematics

    516 Geometry

        516.3 Analytic geometries

            516.37 Metric differential geometries

                516.375 Finsler geometry

```

So in our zettelkasten, we might add our first card on the topic of Finsler geometry as "516.375.001 Definition of Finsler geometry" and continue from there with some interesting theorems and proofs on those topics.

Of course, while this is something one can do doesn't mean that one should do it. Going too far down the rabbit holes of "official" forms of classification this way can be a massive time wasting exercise as in most private systems, you're never going to be comparing your individual ideas with the private zettelkasten of others and in practice the sort of standardizing work for classification this way is utterly useless. Beyond this, most personal zettelkasten are unique and idiosyncratic to the user, so for example, my math section labeled 510 may have a lot more overlap with history, anthropology, and sociology hiding within it compared with others who may have all of their mathematics hiding amidst their social sciences section starting with the number 300. One of the benefits of Luhmann's numbering scheme, at least for him, is that it allowed his system to be much more interdisciplinary than using a more complicated Dewey Decimal oriented system which may have dictated moving some of his systems theory work out of his politics area where it may have made more sense to him in addition to being more productive on a personal level.

Of course if you're using the older sort of commonplacing zettelkasten system that was widely in use before Luhmann's variation, then perhaps using a Dewey-based system may be helpful to you?

A Touch of History

As both a mathematician working in the early days of real analysis and a librarian, some of these loose ideas may have occurred tangentially to Gottfried Wilhelm Leibniz (1646 - 1716), though I'm currently unaware of any specific instances within his work. One must note, however, that some of the earliest work within library card catalogs as we know and use them today stemmed from 1770s Austria where governmental conscription needs overlapped with card cataloging systems (Krajewski, 2011). It's here that the beginnings of these sorts of numbering systems begin to come into use well before Melvil Dewey's later work which became much more broadly adopted.

The German "file number" (aktenzeichen) is a unique identification of a file, commonly used in their court system and predecessors as well as file numbers in public administration since at least 1934. We know Niklas Luhmann studied law at the University of Freiburg from 1946 to 1949, when he obtained a law degree, before beginning a career in Lüneburg's public administration where he stayed in civil service until 1962. Given this fact, it's very likely that Luhmann had in-depth experience with these sorts of file numbers as location identifiers for files and documents. As a result it's reasonably likely that a simplified version of these were at least part of the inspiration for his own numbering system. † ‡

Your own practice

At the end of the day, the numbering system you choose needs to work for you within the system you're using (analog, digital, other). I would generally recommend against using someone else's numbering system unless it completely makes sense to you and you're able to quickly and simply add cards to your system with out the extra work and cognitive dissonance about what number you should give it. The more you simplify these small things, the easier and happier you'll be with your set up in the end.

References

Krajewski, Markus. Paper Machines: About Cards & Catalogs, 1548-1929. Translated by Peter Krapp. History and Foundations of Information Science. MIT Press, 2011. https://mitpress.mit.edu/books/paper-machines.

Munkres, James R. Topology. 2nd ed. 1975. Reprint, Prentice-Hall, Inc., 1999.

https://ead.nb.admin.ch/html/comment_0.html

The layout and format of this online archive is highly reminiscent of a digital zettelkasten and could even be used as a user interface for implementing one. It has a nice alpha-numeric form.

https://en.wikipedia.org/wiki/Stephanus_pagination

Stephanus pagination is a system of reference numbers used in editions of Plato based on the three volume 1578 edition of Plato's complete works published by Henricus Stephanus (Henri Estienne) and translated by Joannes Serranus (Jean de Serres).

See also: - Bekker numbering (for Aristotle) - Diels-Kranz numbering (for early pre-Socratics)

https://youtu.be/ILuSxUYYjMs

Luhmann zettelkasten origin myth at 165 second mark

A short outline of several numbering schemes (essentially all decimal in nature) for zettelkasten including: - Luhmann's numbering - Bob Doto - Scott Scheper - Dan Allosso - Forrest Perry

A little light on the "why", though it does get location as a primary focus. Misses the idea of density and branching. Touches on but broadly misses the arbitrariness of using the comma, period, or slash which functions primarily for readability.

Aleksandr Yakovlevich Khinchin https://en.wikipedia.org/wiki/Aleksandr_Khinchin

Khinchin, Aleksandr Yakovlevich. Continued Fractions. 3rd ed. Chicago: University of Chicago Press, 1964.

A number that is already register into your school.

Henley, J. (2021, October 11). UK’s high Covid case rates buck trend as western Europe outperforms east. The Guardian. https://www.theguardian.com/world/2021/oct/11/covid-rates-lower-western-europe-than-central-and-eastern

Wise, J. (2021). Winter is coming—But will the gloomiest forecasts come to pass? BMJ, 374, n2357. https://doi.org/10.1136/bmj.n2357

(((Howard Forman))). (2022, January 30). New York City Update Cases down 67%. Positive rate down to 3.8%, lowest since 12/12. Hospital census down 33%, lowest since 12/28. New admits lowest since 12/21. Getting closer and closer to pre-Omicron levels. Https://t.co/c6H98PUA0E [Tweet]. @thehowie. https://twitter.com/thehowie/status/1487582265551077387

Franklin, J., & Stein, R. (2022, February 4). 900,000 Americans have died of COVID in 2 years of the global pandemic. NPR. https://www.npr.org/sections/coronavirus-live-updates/2022/02/04/1078100069/covid19-deaths-us

https://danallosso.substack.com/p/numbering-analog-notes

Since I just happen to have an antinet laying around 🗃️😜🔎 I can do a quick cross referenced search for antinet, youtube, and numbering systems to come up with this: https://www.youtube.com/watch?v=MrjUg4toZqw.

Hopefully it's the one (or very similar) to what you're looking for.

Since it was also hiding in there in a linked card, an added bonus for you:

"Here I am on the floor showing you freaking note cards, which really means that I have made it in life." —Scott P. Scheper

numbering index within a group

ReconfigBehSci. (2021, March 5). RT @theAliceRoberts: A new study predicts the effect of fully reopening schools—Pushing R up from 0.8 to between 1.1-1.5. R is very abst… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1369569328920727553

Yamasoba, D., Kimura, I., Nasser, H., Morioka, Y., Nao, N., Ito, J., Uriu, K., Tsuda, M., Zahradnik, J., Shirakawa, K., Suzuki, R., Kishimoto, M., Kosugi, Y., Kobiyama, K., Hara, T., Toyoda, M., Tanaka, Y. L., Butlertanaka, E. P., Shimizu, R., … Sato, K. (2022). Virological characteristics of SARS-CoV-2 BA.2 variant (p. 2022.02.14.480335). bioRxiv. https://doi.org/10.1101/2022.02.14.480335

Even if Dunbar's number is disproved, the range of social network sizes seem to all be less than some upper bound, such as 1,000. This is aligned to common sense - we simply cannot invest meaningful time to maintain more than a group size of even 1,000.

ReconfigBehSci on Twitter: ‘RT @TravellingTabby: Https://t.co/pFl7I2Bufy Today is the first time in almost three weeks that the positivity rate has been under 20%! A…’ / Twitter. (n.d.). Retrieved 12 January 2022, from https://twitter.com/SciBeh/status/1481297611562827776

Continuing on the analogy between addresses for zettels/index cards and for people, the differing contexts for cards and ideas is similar to the multiple different publics in which people operate (home, work, school, church, etc.)

Having these multiple publics creates a variety of cross links within various networks for people which makes their internal knowledge and relationships more valuable.

As societies grow the number of potential interconnections grows as well. Compounding things the society doesn't grow as a homogeneous whole but smaller sub-groups appear creating new and different publics for each member of the society. This is sure to create a much larger and much more complex system. Perhaps it's part of the beneficial piece of the human limit of memory of inter-personal connections (the Dunbar number) means that instead of spending time linearly with those physically closest to us, we travel further out into other spheres and by doing so, we dramatically increase the complexity of our societies.

Does this level of complexity change for oral societies in pre-agrarian contexts?

What would this look like mathematically and combinatorially? How does this effect the size and complexity of the system?

How can we connect this to Stuart Kauffman's ideas on complexity? (Picking up a single thread creates a network by itself...)

Omicron largely evades immunity from past infection or two vaccine doses | Imperial News | Imperial College London. (n.d.). Imperial News. Retrieved December 21, 2021, from https://www.imperial.ac.uk/news/232698/modelling-suggests-rapid-spread-omicron-england/

NSW could have 25,000 COVID-19 cases per day by next month, modelling suggests. (2021, December 14). ABC News. https://www.abc.net.au/news/2021-12-15/nsw-covid-19-infections-reach-three-month-high-1360-new-cases/100700866

According to Statista, there are 7557 cryptocurrencies as at November 2021.

Yates, K. (2021, October 21). Britain’s Covid numbers show we need to move immediately to ‘plan B.’ The Guardian. https://www.theguardian.com/commentisfree/2021/oct/21/britain-covid-numbers-plan-b-data

‘A bit of a mystery’: Why hospital admissions for Covid in England are going down | Coronavirus | The Guardian. (n.d.). Retrieved 8 October 2021, from https://www.theguardian.com/world/2021/sep/24/a-bit-of-a-mistery-why-england-covid-cases-are-going-down-despite-ease-of-restrictions

Miller, A. (2021, September 25). A Canadian COVID-19 study that turned out to be wrong has spread like wildfire among anti-vaxxers | CBC News. CBC. https://www.cbc.ca/news/health/covid-19-vaccine-study-error-anti-vaxxers-1.6188806

This is good to know and remember so you know what to look for when reading something. i have to make sure to have these 3 components when writing any kind of essay.

A students unique identification number for the school they are attending.

Adam Kucharski. (2021, June 27). Update: Https://t.co/WUf7IItdDj [Tweet]. @AdamJKucharski. https://twitter.com/AdamJKucharski/status/1409088075783979012

Taber, J. M., Thompson, C. A., Sidney, P. G., O’Brien, A., & Updegraff, J. (2021). Experimental Tests of How Hypothetical Monetary Lottery Incentives Influence Vaccine-Hesitant U.S. Adults’ Intentions to Vaccinate. PsyArXiv. https://doi.org/10.31234/osf.io/ux73h

Carl T. Bergstrom. (2021, April 27). 6. In the right column, we are given weighted averages. But these are nonsense as well, because the data are not collected in a way that allow for meaningful comparisons. Most critically, THESE ARE TOTAL DEATHS, NOT VACCINE ASSOCIATED DEATHS. [Tweet]. @CT_Bergstrom. https://twitter.com/CT_Bergstrom/status/1387153003824648196

If Covid-19 is a seasonal virus, why is it spreading during the summer? | Francois Balloux | The Guardian. (n.d.). Retrieved July 19, 2021, from https://www.theguardian.com/commentisfree/2021/jul/16/covid-19-seasonal-virus-spreading-during-summer-pandemic

New study estimates mask wearing could cut R number by 25%, not 0.25—Full Fact. (n.d.). Retrieved July 15, 2021, from https://fullfact.org/online/andy-burnham-mayor-manchester-masks-misquote/

Briggs, A., & Vassall, A. (2021). Count the cost of disability caused by COVID-19. Nature, 593(7860), 502–505. https://doi.org/10.1038/d41586-021-01392-2

Mielicki, M., Fitzsimmons, C., Schiller, L., Scheibe, D., Taber, J. M., Sidney, P., Matthews, P. G., Waters, E. A., Coifman, K., & Thompson, C. A. (2021). Adults’ Health-Related Problem Solving Is Facilitated by Number Lines, But Not Risk Ladders and Icon Arrays. PsyArXiv. https://doi.org/10.31234/osf.io/h3stw

Reproduction number (R) and growth rate: Methodology—GOV.UK. (n.d.). Retrieved May 13, 2021, from https://www.gov.uk/government/publications/reproduction-number-r-and-growth-rate-methodology/reproduction-number-r-and-growth-rate-methodology

Paul Szoldra on Twitter. (n.d.). Twitter. Retrieved 26 February 2021, from https://twitter.com/PaulSzoldra/status/1331295152720076800

Sy, Karla Therese L., Laura F. White, and Brooke E. Nichols. ‘Population Density and Basic Reproductive Number of COVID-19 across United States Counties’. PLOS ONE 16, no. 4 (21 April 2021): e0249271. https://doi.org/10.1371/journal.pone.0249271.

Volz, E., Mishra, S., Chand, M. et al. Assessing transmissibility of SARS-CoV-2 lineage B.1.1.7 in England. Nature (2021). https://doi.org/10.1038/s41586-021-03470-x

The impact of reopening schools on SARS-CoV-2 transmission in England. (n.d.). LSHTM. Retrieved 10 March 2021, from https://www.lshtm.ac.uk/newsevents/news/2021/impact-reopening-schools-sars-cov-2-transmission-england

Li, Y. (2020, October 18). Public health measures and R. Media Hopper Create. https://media.ed.ac.uk/media/1_1uhkv3uc

Chevallier, Coralie, Anne-Sophie Hacquin, and Hugo Mercier. ‘COVID-19 Vaccine Hesitancy: Shortening the Last Mile’. PsyArXiv, 3 March 2021. https://doi.org/10.31234/osf.io/xchj6.

why don't the teachers look at this and see that the cause is racism?

Not creating new ad groups or campaigns is mentioned frequently, what is the average number of campaigns recommended to use per vertical?

Ogbunu, B. C. (2020, October 27). The Science That Spans #MeToo, Memes, and Covid-19. Wired. https://www.wired.com/story/the-science-that-spans-metoo-memes-and-covid-19/

Horton, Richard. ‘Offline: Science and Politics in the Era of COVID-19’. The Lancet 396, no. 10259 (24 October 2020): 1319. https://doi.org/10.1016/S0140-6736(20)32221-2.

Li, You, Harry Campbell, Durga Kulkarni, Alice Harpur, Madhurima Nundy, Xin Wang, and Harish Nair. ‘The Temporal Association of Introducing and Lifting Non-Pharmaceutical Interventions with the Time-Varying Reproduction Number (R) of SARS-CoV-2: A Modelling Study across 131 Countries’. The Lancet Infectious Diseases 21, no. 2 (1 February 2021): 193–202. https://doi.org/10.1016/S1473-3099(20)30785-4.

H, Yu, Yang J, Marziano V, Deng X, Guzzetta G, Zhang J, Trentini F, et al. “Can a COVID-19 Vaccination Program Guarantee the Return to a Pre-Pandemic Lifestyle?,” February 9, 2021. https://doi.org/10.21203/rs.3.rs-200069/v1.

Bredow, R., & Hackenbroch, V. (2021, January 22). Interview with Virologist Christian Drosten “I Am Quite Apprehensive about What Might Otherwise Happen in Spring and Summer.” Der Spiegel, Hamburg, Germany. https://www.spiegel.de/international/germany/interview-with-virologist-christian-drosten-i-am-quite-apprehensive-about-what-might-otherwise-happen-in-spring-and-summer-a-f22c0495-5257-426e-bddc-c6082d6434d5

Estimating the impact of reopening schools on the reproduction number of SARS-CoV-2 in England, using weekly contact survey data. (2021, February 15). CMMID Repository. https://cmmid.github.io/topics/covid19/comix-schools.html

Parag. K. V., Donnelly. C. A., (2020) Using information theory to optimise epidemic models for real-time prediction and estimation. PLOS. Retrieved from https://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1007990

Three quarters of Brazilian Amazon have been infected with COVID-19 since March | Imperial News | Imperial College London. (n.d.). Imperial News. Retrieved December 10, 2020, from https://www.imperial.ac.uk/news/210273/76-brazilian-amazon-have-been-infected/

Karl Friston and Anthony Costello: What we have learned from the second covid-19 surge? (2020, December 8). The BMJ. https://blogs.bmj.com/bmj/2020/12/08/karl-friston-and-anthony-costello-what-we-have-learned-from-the-second-covid-19-surge/

plasmid copy number qPCR assay.

Why cysG: Siroheme synthase gene?

Epidemiologische Abklärung Covid 19. (n.d.). AGES - Österreichische Agentur Für Gesundheit Und Ernährungssicherheit. Retrieved October 28, 2020, from https://www.ages.at/themen/krankheitserreger/coronavirus/epidemiologische-abklaerung-covid-19/

Dr Nisreen Alwan 🌻 on Twitter. (n.d.). Twitter. Retrieved October 25, 2020, from https://twitter.com/Dr2NisreenAlwan/status/1318078710952714242

How Did We Get Into This Mess? (2020, October 15). 99%. https://99-percent.org/how-did-we-get-into-this-mess/

Bauch, Chris T. “Estimating the COVID-19 R Number: A Bargain with the Devil?” The Lancet Infectious Diseases 0, no. 0 (October 22, 2020). https://doi.org/10.1016/S1473-3099(20)30840-9.

Health, T. L. P. (2020). COVID-19 in Spain: A predictable storm? The Lancet Public Health, 0(0). https://doi.org/10.1016/S2468-2667(20)30239-5

Global Covid report: Young and healthy may not get vaccine until 2022, WHO says. (2020, October 15). The Guardian. http://www.theguardian.com/world/2020/oct/15/global-covid-report-young-and-healthy-may-not-get-vaccine-until-2022-who-says