Category: UW Experts in the News

Leigh Senderowicz, a health demographer at the University of Wisconsin Madison, describes the ambiguity around essential care as “a fissure” that allows groups “to pursue whatever existing agenda they have.” Abortion is one prominent example, said Senderowicz, whose team has researched reproductive autonomy during the pandemic.

A 2019 study led by Tyler Lark, an agricultural researcher at the University of Wisconsin, estimated that tillage for cropland expansion put as much carbon dioxide into the air annually as 31 million cars. A 2018 study, led by The Nature Conservancy, found that in the U.S., conserving grasslands could prevent almost three times as much carbon emission as conserving forests.

Since May, the number of COVID-19 cases at hospitals run by the University of Wisconsin’s UW Health system has quadrupled, Dr. Jeff Pothof said in an interview.

For starters, laboratory experiments show that masks block the respiratory droplets and aerosols that transmit SARS-CoV-2, the virus that causes COVID. In one test, mechanical engineer David Rothamer and his team at the University of Wisconsin–Madison used a machine in a classroom to pump out particles of the same size as those that carry the virus.

Christoph Mans, clinical assistant professor of zoological medicine at the University of Wisconsin, Madison, said in 2016 that 50 snake species live in the United States.

Nancy Wong, a professor of consumer science at the University of Wisconsin-Madison, said she stopped shopping at Costco because she felt like she was losing money.

Likewise, the unsuccessful bid nine years ago to remove Walker. “I don’t think Democrats gained anything in Wisconsin,” Barry Burden, a political science professor at the University of Wisconsin-Madison, told NPR. When they failed to unseat Walker, “I think it set back the Democrats for a while and emboldened Scott Walker and his supporters.”

Many Americans got a lot of new support during the economic disruption of 2020. The supplemental rate does look at those benefits, and that number “shows that we actually did a good job in keeping people out of poverty, even though the money incomes were falling,” said Tim Smeeding, who teaches public affairs and economics at the University of Wisconsin-Madison.

Stevens’ view was echoed by University of Wisconsin geographer Paul Robbins, who argued such fires are not something new.”The idea that fire is somehow new… a product solely of climate change, and part of a moral crusade for the soul of the nation, borders on the insane,” Robbins said.

Barry Burden, a University of Wisconsin professor and election administration specialist, released a report declaring the Wisconsin 2020 presidential election “a tremendous success.”

The still-growing database, which underpins the Science paper, includes samples from dozens of countries and cultures, from foragers in Tanzania to commuters in Manhattan. “In terms of scale and scope, this is just unprecedented,” says Rozalyn Anderson, a professor of medicine at the University of Wisconsin-Madison and an author of a commentary published with the study.

The company’s advisers also include two prominent bioethicists who study genome editing: R. Alta Charo of the University of Wisconsin at Madison, and S. Matthew Liao of New York University. (Stanford University chemical engineer Joseph DeSimone, a member of Colossal’s scientific advisory board, is also a member of the National Geographic Society’s board of trustees.)

“If you’re putting out a press release that can move markets, you have tremendous potential for harm,” said Kathleen Culver, head of the Center for Journalism Ethics at the University of Wisconsin. “If you were someone who saw this, made some buys and then everything dropped back to Earth again, you could be out a lot of money.”

In one sense, says University of Wisconsin bioethicist R. Alta Charo, judges’ orders at least insulate hospitals and doctors from the consequences of what might be considered malpractice — the prescribing of a drug without established evidence of safety or efficacy for the purpose.

The attacks of 9/11 were called “the ultimate teachable moment,” but educators have never reached a consensus on “precisely what students should learn,” the scholars Diana Hess and Jeremy Stoddard, of the University of Wisconsin-Madison’s School of Education, have noted. Middle- and high-school textbooks and videos have tended to prioritize what Hess and Stoddard call “lower-order thinking,” which demands little more than rote memorization. Most of the curricula that Hess and Stoddard examined did not challenge “students to critically examine the roots of the attacks.” Some textbooks from the mid-two-thousands failed to provide even the number of people killed, or that Al Qaeda was responsible.

“I think that the way it’s been taught has largely been memorializing the events versus really digging into the context of 9/11 and the ongoing sort of results of 9/11,” says Jeremy Stoddard, a University of Wisconsin-Madison professor who has researched that subject.

Before the pandemic, Judith Bartfeld, a researcher at the University of Wisconsin, found that school meals account for as much as 7 percent of economic resources among low-income households. That financial contribution approached the impact of the Supplemental Nutrition Assistance Program, or SNAP, the main federal antihunger program, which provided more than 10 percent of household resources but is larger and more visible.

Sept. 11 is an important topic in classrooms across America leading up to the 20th anniversary of the attacks.Over time, teachers’ classrooms have become filled with students who were not alive in 2001. In fact, more than a quarter of Americans were not yet born when the attacks happened.Recent Stories from abcactionnews.com”We have students now who have no lived memory of it, and from what teachers reported, very little information about it and in some cases, sort of misinformation or misunderstandings of it,” said University of Wisconsin-Madison Professor Jeremy Stoddard.

The phrase “Never Forget” is often associated with the terror attacks of Sept. 11, 2001. But what does this phrase mean for U.S. students who are too young to remember? What are they being asked to never forget?

As education researchers in curriculum and instruction, we have studied since 2002 how the events of 9/11 and the global war on terror are integrated into secondary level U.S. classrooms and curricula. What we have found is a relatively consistent narrative that focuses on 9/11 as an unprecedented and shocking attack, the heroism of the firefighters and other first responders and a global community that stood behind the U.S. in its pursuit of terrorists.

-Jeremy Stoddard and Diana Hess

Party members who worry reforms might weaken political control appear to have decided China’s rise is permanent and liberalization is no longer needed, said Edward Friedman, a political scientist at the University of Wisconsin.