Pity the poor flack in Harvard’s press office that needs to deal with two remarkable instances of cravenness in a single day: Harvard’s Kennedy School of Government bowed to criticism from the CIA to revoke its invitation to military whistleblower and transgender activist Chelsea Manning to come for a short stay as a “visiting fellow”. And Michelle Jones who rehabilitated herself in prison after a gruesome childhood that culminated in the neglect, abuse, and possibly murder of her own child, to emerge 20 years later as a noted historian of the local prison system, to be admitted to multiple graduate programmes in history, but had her acceptance at Harvard overruled by the university administration. (more…)
Archive for September, 2017
I’ve long wondered why children in Britain generally don’t get the chickenpox vaccine. In an article describing a move by drugstores to offer the vaccine for a substantial fee, the BBC quotes the NHS:
The NHS said a chickenpox vaccine is not offered as part of routine immunisations as it would leave unvaccinated children more susceptible to contracting the virus as an adult.
There could also be a significant increase in shingles cases as being exposed to infected children boosts immunity to this.
This is like the cracked-mirror reflection of the usual herd-immunity argument for why, even if you don’t want vaccines for yourself or your children, you have a civic obligation to make yourself immune to avoid transmitting the virus to others. Here they say that children have a duty to suffer with an unpleasant disease, so that they can serve as walking virus reservoirs that will more efficiently infect other children, and boost the immunity of adults.
I suppose there’s a cost-benefit analysis somewhere that shows this is the cheapest approach. And I’d bet that the cost of children’s discomfort is set at zero.
Der Spiegel posted a little quiz for people to test their colloquial English skills. Some of the questions strike me, as a native English speaker, as somewhat off. For instance, the first question is:
Sie kennen einen Geschäftspartner aus dem Privatleben und machen Ihre Kollegen darauf aufmerksam. Wie sagen Sie es – ohne unfreiwillig Gerüchte über Ihr Intimleben zu streuen? [You know a business associate from your private life, and want to mention this to a colleague. How do you say it — without unintentionally arousing scurrilous rumours about yourself.]
The second one is obviously anglicised German. The third sounds like you’re saying, I’ve actually met him, rather than knowing him by reputation or having heard him give a talk. The first one sounds like something I might say, even if in reality I’d be more likely to say something slightly more specific about the context from which I know him: He’s my neighbour, I know him from the rabbit-breeding club, we do hang-gliding together, etc. But their favoured answer is #3, and about #1 they have this to say:
TMI – too much information. Da hätten Sie auch gleich ausplaudern können, dass Sie die Person schon mal nackt gesehen haben. Ihre achtlose Bemerkung klingt auf jeden Fall so, als wollten Sie ein wenig mit einem intimen Geheimnis prahlen. Doch das will niemand wissen. Jemanden privat zu kennen, bedeutet im Englischen, sie/ihn in einer vertraulichen Weise zu kennen, die in der Öffentlichkeit nichts zu suchen hat. Nur als Tipp: “Private parts” im Englischen sind die Geschlechtsteile. Sagen Sie deshalb “I know him personally”, und Sie werden garantiert nicht missverstanden.
You might as well have blurted out, that you’ve seen this person naked.* Your careless comment certainly sounds, in any case, as though you wanted to boast of an intimate secret. But no one wants to hear this. To know someone privately means, in English, to know him or her in a confidential way that has no place in public discussion. A tip: “Private parts” in English are the sex organs.
*Which, in a German context, actually doesn’t necessarily mean that you know him well, but only that you’ve been to the same beach, or possibly the naked swimming hours at the local pool.
The UK government seems to be so pressed for time to get their Brexit legal framework going, that they’ve taken to translating old German laws to fill in the gap — with certain pernicious modern features. I thought this stuff about “Henry VIII” powers was just hysteria, but the proposed European Union Withdrawal bill is nothing short of a dictatorial power grab.
The text may be found here. Section 7 deals with “regulations” for implementing the law:
A Minister of the Crown may by regulations make such provision as the Minister considers appropriate to prevent, remedy or mitigate— (a) any failure of retained EU law to operate effectively, or (b) any other deficiency in retained EU law, arising from the withdrawal of the United Kingdom from the EU.
and in paragraph 4 we read:
Regulations under this section may make any provision that could be made by an Act of Parliament.
Compare to the German original:
Reichsgesetze können außer in dem in der Reichsverfassung vorgesehenen Verfahren auch durch die Reichsregierung beschlossen werden.
[In addition to the methods described in the Reich constitution, laws may also be determined by the government.]
At the Kepier School, a secondary school in North England, it is reported that children were being sent home on the first day of school if their trousers were not purchased (at inflated prices) from a particular supplier. The teachers walked around with colour swatches, checking that they were exactly the right shade of grey. Lest you think this was merely an irrelevant distraction from education — if not actually evidence of a corrupt kickback — there was this explanation from the headteacher:
If you have different types of trousers it leads on to different types of shoes, different types of shirts, etc.
“Etc.” indeed. Once they have different shirts, it’s just a short step to different thoughts, and then it’s straight downhill to heroin addiction and human sacrifice in the parking lot.
Perhaps this is why the school inspectorate Ofsted wrote in their report on the school in October 2013
leaders and managers do not always focus their actions where they are most needed and do not check the impact on students’ achievement.