Why Is the Coronavirus Getting So Much Attention?

Coronavirus disease versus the flu

According to the Johns Hopkins Medicine web site, as of February 6, 2020, the Coronavirus disease has caused 2, 810 deaths worldwide.  In comparison, the flu kills between 291,000 and 646,00 people every year.  Why has the Coronavirus gotten so much attention?  According to Dr. Bonnie Henry, a BC Health Inspector, the objective is to contain the virus.  In theory, once it has nowhere to spread, it will be restricted to the animal population from which it first emerged.

"The Truth about PHEICs" (Public Health Emergency of International Concern)

Containment is a nice idea, but it has become obvious that containment and quarantine haven't been working and generally don't work.  In an opinion piece on the Ebola crisis, entitled "The Truth about PHEICs," Professor Emeritus Johan Giesecke, writing on behalf of the WHO [World Health Organization] Strategic and Technical Advisory Group for Infectious Hazards, observes that the "declaration of a PHEIC for the current Ebola outbreak would add no clear benefit  [. . .  .]."  Giesecke points out that "The public health community must recognize the close link between disease and trade [. . .]."  Although "WHO director-general Margaret Chan advised against imposing travel restrictions on Western Africa, saying they would worsen the crisis by keeping medical experts out of impacted areas," the Ebola crisis eventually became one of the five instances in which the WHO issued a PHEIC.

Why did the WHO issue a PHEIC for the Coronavirus?

Part of the reason Coronovirus has received so much attention is that the WHO has issued a PHEIC.  Given the predictable (predicted?) economic impact and the relative inefficacy of PHEICs, why did the WHO issue it?  According to WHO regulations, a PHEIC is

 “an extraordinary event which is determined, as provided in these Regulations:
to constitute a public health risk to other States through the international spread of disease; and to potentially require a coordinated international response”. This definition implies a situation that: is serious, unusual or unexpected; carries implications for public health beyond the affected State’s national border; and may require immediate international action.

Diseases, in particular viruses, rarely respect national borders and the seriousness of Coronavirus relative to the flu and other viruses is in question.  What remains as an explanation for the issue of a PHEIC and perhaps the global panic which has ensued is that the disease is "unusual or unexpected."

The "Perfect storm"

For the news media, bad news is always good news.  A disease that is "unusual or unexpected" is motivation both for the WHO and the media.  Additionally, the virus offered another opportunity for China-bashing in Western media. Sometimes conspiracy theories are just irresistible:  Anyone with advanced knowledge of the WHO's intention to declare a PHEIC would have made a fortune by shorting the stock market.

Comparing SARS-CoV-2 and HIV-1M-AIDS

Like HIV ( Human Immunodeficiency Virus), the Coronavirus has numerous strains.  Of the eight strains of  HIV, HIV-1M is responsible for the AIDS (Acquired Immune Deficiency Syndrome) pandemic.  Of the five strains of Coronavirus, most create symptoms of a common cold.  CoV-2 causes the SARS (severe acute respiratory syndrome) now threatening the world.  (Why the WHO decided to call the disease COVID-19 remains a bit of a mystery.)  Like HIV which was transmitted from animals (monkeys, therefore, SIV; that is, Simian Immunodeficiency Virus), the Coronavirus virus responsible for "Covid-19" is believed to have begun in a fish market in China.  For some time, HIV-AIDs was thought to have started in 1980 with a flight attendant from Quebec but, as Jacques Pepin  establishes in The Origin of Aids, the fatal virus first entered the human population in Africa in the early 1920s.  CoV-2 is currently assumed to have begun in China in December 2019, but we may eventually establish a new origin and chronology.

This Year 40 to 70% of the world will be infected with Coronavirus-2

Harvard epidemiology professor Marc Lipsitch predicts that "within the coming year, some 40 to 70 percent of people around the world will be infected with the virus that causes COVID-19."  No, the end of the world is not upon us.  As this Atlantic article outlines, the reason quarantine and containment have not worked with this virus as they did in other cases, like H5N1 ("avian flu"), is that the fatality rate for COVID-19 is relatively low--less than 2%.   Not only are there more live carriers of Coronavirus-2, but people infected with the virus may experience only minor symptoms or no symptoms at all, making it all the more likely that they will be walking around and spreading the disease.

How many viruses do you have now?

Ultimately the COVID-19-causing virus will join the 380 trillion viruses that already occupy the human body.  The virus will prove fatal for some people with chronic illnesses and the elderly (people like me, I guess). The virus is highly infectious and will cause a pandemic.  Stop and consider the definition of a "pandemic":

A disease or condition is not a pandemic merely because it is widespread or kills many people; it must also be infectious. For instance, cancer is responsible for many deaths but is not considered a pandemic because the disease is not infectious or contagious. In a virtual press conference in May 2009 on the influenza pandemic, Dr Keiji Fukuda, Assistant Director-General ad interim for Health Security and Environment, WHO said "An easy way to think about pandemic … is to say: a pandemic is a global outbreak. Then you might ask yourself: 'What is a global outbreak'? Global outbreak means that we see both spread of the agent … and then we see disease activities in addition to the spread of the virus."

The Snowball effect

When talking about the loss of human life, no one likes to compare numbers.  Every life is sacred, right?  However, at some point in the midst of global panic, we need to remind ourselves that every time we get into a car or board a plane or go to a hockey game or church or synagogue or mosque or have sex or visit a hospital or simply step outside, statistically, we are taking a risk that might cost us our lives.  Ultimately, the reason Coronavirus has been getting so much attention is that the Coronavirus has been getting so much attention.  

The Counter-Argument

Here is a strong counter-argument to the theme of this post.  (Thanks Dr. B.)  This article argues that the real issue is that global health services aren't nearly prepared enough to face the degree of contagion of COVID-19.  The article also crunches the numbers on the number of fatalities resulting at least in part from the under-preparedness of hospitals.  The article concludes by saying something I perhaps should have written:  "taking steps to protect yourself and your loved ones is the responsible thing to do."

Forget about mortality rate, this is why you should be worried about coronavirus

Do the Money Men Really Run the World?

Can't have a war without money

In Johnson's Life of London: The People Who Made the City that Made the World, Boris Johnson writes that NM Rothchild's "role in financing governments was so crucial that it was said that a war could not be begun without the consent of the Rothschilds."  It is an obvious fact of our time that the world runs on money.  No war can be declared, no university inaugurated, no church established, no hospital or bridge or building or monument built without money.  Nothing can be imported or exported, bought or sold without money.  Charities, volunteer organizations, political parties, families and individuals require money.  The health of your offspring and the attractiveness of your spouse will be affected by money.  It has never been more true than it is today:  if you want to understand the world, "follow the money."

Just because it's a conspiracy theory  . . .

The pursuit of this question led me to Henry Makow who, as it happens, was a friend of mine in graduate school.  Henry is a very smart guy.  In fact, he was a syndicated columnist and best-selling author at the age of eleven.  He has become, according to Tabetha Southey in the Globe and Mail, Canada's leading conspiracy theorist.  In Illuminati:  The Cult that Hijacked the World, Henry claims

The New World Order is a hydra-headed monster. The bankers work through many fronts such as Communism, Socialism, Liberalism, Feminism, Zionism, Neo conservatism and Freemasonry. Unknown to most members, these "progressive" movements are all secretly devoted to "world revolution" which is a euphemism for banker hegemony and Satanism.  

Should auld acquaintance be forgot?

Old acquaintances notwithstanding, Henry's rhetoric is obviously over the top and his claim that unnamed extant bankers are responsible for all the ism's Henry doesn't like is less than convincing.  Like all conspiracy theories, Illuminati is an eclectic cache of facts, observations and quotations.  The data isn't the question.  The question is how it is all woven together.  (As the linguist de Saussure observed, meaning [and therefore truth] does not reside in words or letters but in the spaces between words and letters--that is, how we connect one to another to create meaning.)

Conspiracy theory versus chaos theory

The world may obviously run on money, but "do money men run the world?" is a separate and different question.  We've been here before (see The Chaos Theory of International Trade):  the choice is between conspiracy theory and chaos theory.  Things happen.  Things that happen might even be predictable within a significant range of probabilities.  However, that Person X or Mr. Daddy-Big-Bucks banker made everything happen is a leap to another level of cause-and-effect determinism requiring another level of evidence.

How banks make money? (disambiguate "make")

However, the unrefuted fact is that the monetary system, which underpins the financial system and the economy, begins and ends with private banks.  Private banks (according to the Parliamentary web site I quoted extensively in Central Banks and the Bitcoin Experiment) create 80% of the money in Canada (and I surmise that this percentage is true for all money creation worldwide).  Private banks are legally empowered to create money out of nothing with a few clicks of a computer mouse.  So what?

So what!?

Do you or I have any reason to be concerned or care about how money is created and who is creating it?  This DW documentary offers a clear and succinct explanation of How the Rich Get Richer though  The Deluge of Money.  The general theme of the documentary is that the money-creation system which allows banks to exponentially create money is guaranteed to exacerbate wealth inequality.  As the economy is flooded with money, if you have a little bit of money, your money will lose value over time.  However, if you already have billions, you will be able to access billions more that the banks are creating at low-interest rates.  Risking little of your own billions, you will be able to buy real estate, businesses, factories and even billion-dollar companies.  The documentary offers specific examples but the common feature is that the money men aren't producing anything, they are simply making more money with these transactions in borrowed, bank-created money while degrading the condition of workers and the savings of the middle class.

To create money the government must sell a bond to a bank

The documentary follows a research project which demonstrates that most people, even some bankers, simply don't know where money comes from and how it is created.  Henry Makow quotes the inventor Thomas Edison who said "It is absurd to say our country can issue bonds and cannot issue currency. Both are promises to pay, but one fattens the usurer and the other helps the people."

The paradox of money:  a private bank created the money, so why am I responsible?

Most people (myself included until recently) believe in the illusion that our national currency is created by the government.  It is worth stopping to take note that every time a bank creates money, those dollars or euros or pesos create a debt owed by the national government to whomever holds the currency and a promise to pay which is ultimately the responsibility of you and me, the citizens of that country.  There is a fledgling group in Switzerland, as revealed in How the Rich Get Richer, campaigning to prevent banks from being able to create money and advocating a system in which only the government can produce a national currency.

Who's in charge here?

Back to the question:  do the money men run the world?  For Henry Makow and advocates of the Zeitgeist movement the answer is beyond obvious that an unnamed they/them fronted by the world's central banks are running the world, and what we typically call "world affairs" (politics, business and religion) are but smoke and mirrors. Boris Johnson notes that successive kings of England had to borrow money from Dick Whittington, and when the British Government wanted to buy the Suez Canal they had to borrow the cash from Lionel Rothschild.  However, Johnson writes that "Today a young Rothschild can still make the headlines with a knock-out yacht-based party on the coast of the former Yugoslavia.  But no one needs his permission to go to war."

Perhaps.  But How the Rich Get Richer concludes with the observation that Brexit and the election of Donald Trump promise even less regulation of private banks and an even greater flood of unregulated, low-interest, private-bank-created money.

Afterword

Two thoughts remained in my mind as I was writing this post.  I feared they were tangential to the question, but I have decided to include them as an afterword/afterthought.

It seems a predicable human tendency to always imagine that someone is in charge, a powerful someone is pulling the strings to make whatever happens in the world happen--the Wizard of Oz fallacy.   As I wrote this post, I kept thinking about a remarkable documentary I saw on CBC television in 1983.  Produced and directed by Allen King, it was promoted as an exposé on unemployment.  In fact, as an example of his proto-reality-show filming, King invited a number of unemployed participants to sit on a bleacher in front of a bank of television cameras.  The participants were given no instructions, and there was no script.  What emerged was a series of assumptions from the participants about the objective of the film, and vitriolic outbursts of blame and counter blame for whatever emotions the participants were feeling.  The show was entitled "Who's in Charge Here?"  Participants launched a court case to block the presentation of the production, but the injunction was not granted.

The second thought that kept coming to me was "Why am I writing about money again!?"  I started this blog, some years ago, thinking I know something about something (roughly university education).  However, over time it has evolved (or devolved) into a study of all the things I don't know--the things that make me wonder about the depths of my own ignorance, that provoke me to ask "How could I not know this?"  I'm not that modest, so I assume there must be a lot of people who don't know what I don't know.  Here is a list of my blog posts on money, just in case you want to follow the slow meandering process of my self-education on the subject:

When Should You Repay Your Student Loan? How about . . . Never!

How Did University Degrees Become Subprime Mortgages?

What Is Money?

How Is Money Created?

Why Are the Poor Always with Us? "Moral Hazard."

“Derivatives”:  When Wall Street Went Postmodern!

Should Bank Robbery Be Deregulated?

Saint Mathew Pray for Us! Bank Deregulation Is Back!

Petrodollar Warfare: Understanding the US Obsession with Iran

The Market, the State and the Monkey in the Middle

Central Banks and the Bitcoin Experiment

The Sour Bibliography

Understanding Time . . . and the River

Mayflies

When I was a kid, every spring there would be a massive invasion that looked like a snowstorm of big floppy-winged snowflakes.  We euphemistically called them "Mayflies."  When I was told that these flocks of shadflies only lived for 24 hours, I remember thinking "why bother?"  If you are only going to live for 24 hours, why bother living at all?

Other "Creatures of a day"

Fast forward a couple of decades, and I'm reading Aeschylus's Prometheus Bound.  Prometheus is being tortured for giving fire to mankind (bound to a mountainside, an eagle comes to eat his liver every day).  The gods ask him, "Why did you give this property of the gods to creatures of a day?" Wait a minute!  "Creatures of a day"--that's us; we human mortals.

Cosmos

Another couple of decades later, I'm watching the television series Cosmos:  A Spacetime Oddessy and Neil deGrasse Tyson is explaining that the history of our planet is barely a blink of an eye in relation to cosmic time.  The history of humanity is so minuscule there is no word in the English language to describe its brevity.  Okay, I get it, time is a matter of perception.  My apologies to the Mayflies.

What is time?

But I still don't get, I still don't understand, "what is it?"  What is time?  Like everyone else, I use the word and, like everyone else, I always pretend I know exactly what it means.  "Spacetime," oh yeah.  "The spacetime continuum," got it.  "The beginning of time," "the end of time," time's up," "on time," "overtime," "once upon a time"--sure, sure.  Is there anything more important to a mortal than time?  Shouldn't I know what it is?

A Brief History of Time

I've even read Steven Hawking's Brief History of Time. It was interesting to learn about black holes and quantum theory and time travel, and to get confirmation that "there is no unique measure of time that all observers will agree on." Yet, I was left to wonder, "What is this thing that everybody measures differently?"  "Brief history of time" is a cute title, but isn't there a paradox here?  Or is it redundant? Isn't "history" another word for "time"?  The "time of time"? I'm reminded that physicists escape answering what came before "the big bang" because "the big bang" was the beginning of time, and there can be no "before."  I just find this answer irritating.  (Probably why I'm not a physicist.)

Physics versus philosophy

Sean Carroll argues that physicists and philosophers have different kinds of answers to "what is time?"  Once physicists have an answer that works, they stop asking the question.  Only philosophers keep digging.  Julian Barbour is a physicist, and he offers a description of time that almost makes sense to me.  According to Barbour time is change, and if there is no change, time does not exist.

Time is an arbitrary system of measurement

I'm going to go one step further, and if I'm right, someone please contact the Nobel committee. What?  There's no Nobel for philosophy?! Okay, I'll accept the Nobel for physics.  Time does not exist as a thing that is measured.  Time is primarily a system of measurement, various arbitrary units of measure that we use to describe and calculate movement, change and velocity.

"Time" is a word

As I make seemingly bombastic, counterintuitive claims like "time does not exist," I need to remind you (and myself) that "time" is first and foremost a word.  It is a common error in thinking to assume that if a word exists, there must be some thing (an essence) existing in the world that corresponds to the word.  (The error even has a name:  it's called essentialism. Deconstruction is the fairly simple project  of displaying how words/concepts are "constructed" over time rather than being "essential."  See The Postmodern Hoax and Deconstruction and "Ways of Talking.")

Where do words come from?

In answer to the question "Where do words come from?", I would typically invite my Introduction to Literature students to create a new word.  The first steps were for them to give me a sound or series of sounds that were not a known word, then we would agree upon a series of letters that could represent the sound.  (The linguist de Saussure called these sounds/letters the "signifier.") Then I would invite the students to use this new "word" in a series of made-up sentences.  For example:  the students might give me something like "ugghwamp."  Then they would create a series of sentences:

"People with ugghwamp are always more attractive."

"I got drunk and lost my ugghwamp on Thursday night.'

"Ugghwump is the source of social inequality."

After we had created enough sentences, I would point out that the concept of "ugghwamp" was beginning to emerge.  (De Saussure called this the "signified.")  Ultimately, I would ask the class "Does 'ugghwamp' exist?"  The existence or non-existence of ugghwump in the world (de Saussure's "referent") would have no effect on the meaning or our usage of the word.  (This fact inspired de Saussure to postulate a new, independent science of signs called "semiology.")

There are many phenomena that we perceive and talk about--duration, sequence, pace, rhythm, persistence, history, movement.  From this collection of perceptions and statements, we have come up with the word "time."  

Heraclitus:  "You can't step into the same river twice"

In the very first philosophy lecture I ever attended, the professor presented Heraclitus's claim that "you can't step into the same river twice."  We live in a river of ever-changing particles on a planet swimming in a changing universe.  In terms of relative size, we are 7 billion souls living on a dust mite. We invented the concept of time to preserve the illusion that we can call "time out" and make the world stand still, and, like shadflies, to imagine our 24 hours of existence is an eternity.

"I Didn't Know What Time It Was"

Who Needs English Grammar? Part II

English Grammar and Social Class

The unspoken subtext of English grammar is its connection with social class.  Traditionally, "proper English" meant whatever was used in the golden triangle formed by London, Cambridge and Oxford. As Tiger Webb explains, "in socially-stratified and newly literate Georgian England, any guide to 'proper language' would have sold like hotcakes"--which is exactly what happened with Robert Lowth's Short Introduction to English Grammar.  With the democratization of the language, a number of dialects, sociolects, idiolects and sublects emerged (there are a lot of lects out there--each with its own slight adjustments to the grammar).  David Crystal suggests that every Anglophone needs to know at least two Englishs:  one that is spoken locally and a second that is understood and accepted globally (or, at least, more widely).  (The local, more colourful version of English is the one more likely to be used in poetry and literature, by the way.)

With grammar, as with everything else in life:  there are choices to be made.  A pop icon or populist president might discover advantages in gainsaying the grammar of standard English in favour of a local dialect or patois.  On the other hand, scrupulous attention to the rules of prescriptive grammar might be the kind of branding with which you as an individual or your company or institution might want to be identified.

Beyond Fashion and branding, who does need English grammar?

Let us not be too quick to turn up our noses at branding and fashion.  In liberal, egalitarian societies, codes for dress as well as for language are invariably a source of protest. However, linguistic knowledge is stereotypically taken as a sign of general knowledge and intelligence (even if unwarranted).  Passing up the opportunity for respect, confidence and admiration which your grammar might impart (or undermine) isn't a wise decision--unless you are already a pop star or a president. Beyond fashion and making a good impression, there are practical reasons for knowing the grammar of the language which you speak.

Learning a foreign language

One of the strongest reasons for a native speaker to know the grammar of English is that it will facilitate the learning of a foreign language.  This is strictly anecdotal (not empirical evidence) but, having taught grammar to both native speakers and second-language learners, I noted that some native speakers were understandably reluctant to accept and even disbelieving that there were "rules" for something they had done naturally all their lives.  Noam Chomsky and Steven Pinker both argue that language is innate, even genetic and instinctive, and that there is a universal grammar of all languages.  However, knowing the distinctive grammatical features of your first language is a huge advantage,  giving you parameters and a framework, as you take on a foreign language and can note its differences.  Conversely, I would add that you really don't know your own language until you have been required to learn another one.

Redundancy and entropy

The principle purpose of most grammar rules is to create redundancy.  Basic communication theory indicates that the greater the redundancy in a message the greater its clarity.  In oral communication, we use tone of voice, facial expressions, and gestures to reinforce the message.  In written communication we depend on grammatical features, subject-verb agreement, correct syntax, agreement between adverbs of time and the tense of the verb, and correct word type (see "What Is English Grammar?) to be doubly sure that our message will be clearly understood.  Consider some simple examples:

"I stopped there yesterday."  Here the past tense of the verb and the word "yesterday" are transmitting the same information; i.e., there is redundancy in the sentence.  The adverb "yesterday" makes it clear that the action was in the past.  The rules of grammar, which require the past tense of the verb plus the word "yesterday,  make it redundantly clear that the action was in the past. "I stop there yesterday," though ungrammatical, gets the message across.

"He is here."  The agreement between the third person subject "he" and the third person of the verb "is" is basically redundant.  "He are here" would transmit the same message but, in the absence of redundancy, with a touch of ambiguity.

When the message matters, the grammar matters

Legal documents are notoriously tedious to read.  They use more nouns than most writing, and avoid varying vocabulary, action verbs, adverbs and intensifiers.  In other words, they avoid all the features that make writing interesting.  They will also tend to be repetitive and redundant, strictly following the rules of grammar.  When clarity is of the utmost importance, grammar becomes important, even if (or because) it creates redundancy.

Grammar can change the message

As I pointed out in Part I, I am not partial to the "you're shit" versus "your shit" distinction as grounds for knowing English grammar.  However, there are subtle, refined distinctions in English messages that are transmitted through grammar.  Consider these pairs of sentences:

1. The less people know about us the better.

2. The fewer people know about us the better.

In #1 "less" applies to an uncountable abstract, the implied knowledge.

In #2 "fewer" applies to the countable "people."

1.  I'm going to see her tomorrow.

2.  I'll see her tomorrow.

In #1 "going to" implies a previous arrangement or understanding.

In #2 "will" does not carry the implication of an arrangement, and can be a spontaneous decision.

1.  I've seen that movie.

2.  I saw that movie.

In #1 "I've seen" (the present perfect tense) implies some effect on the present (i.e., "I don't want to see it again").

In #2 "saw" is past tense and neutral about the present. (see The Truth about English Verb Tenses)

Who needs English grammar?

Most English speakers will use these grammatical variations correctly without being aware or able to explain them.  I began these posts on "Who needs English grammar?" by pointing out that we impose grammar most on people who need it least.  At some point in the learning process, language learners will benefit from instruction in grammar, but that point is late in the process (See The Ball of String Theory).

My own rule of thumb for when to teach grammar in an ESL or EFL context was whenever a student asked a question about grammar.  Teachers of English need to know the grammar.  I'll go one step further and say that anyone who teaches anything in English needs to know English grammar.

"Yes, no, toaster"

I still remember watching a documentary series in Quebec entitled Yes, No, Toaster.  The expression "yes, no, toaster" was a typical comedic response from a young Quebec francophone to the question "Do you speak English?"  The documentary, which investigated the relative ineffectiveness of English language instruction in Quebec, was provoked by Audrey de Montingy, a finalist in Canadian Idol in 2003, who confessed that she couldn't understand a word of what people were saying to her during the show, even though she had had six years of ESL instruction.  The Yes, No, Toaster  series took cameras into various English-language-instruction settings.  The one that sticks with me (sticks in my craw, I should say) was an advanced class in which a student asked her teacher "What's the difference between 'will" and 'going to'?"  The teacher not only refused to answer but used the occasion to mock the student by saying "You're not ready for that level yet?"

The Moral of the story

The moral of the story I've been telling is that we should ensure that the right people are being criticized, and the right people are doing the criticizing.  Teachers mocking inquiring students; unilinguals criticizing polyglots--these are just plain wrong.

Who Needs English Grammar?

The Irony of English grammar

The irony of English grammar is that we impose it most on the people who need it the least:  second- or foreign-language learners.  (See The "Ball of String" Theory.) Anyone who teaches English will, at some point, feel compelled to tell the fib that you need grammar to communicate and be understood in English.  This claim is pretty easy to disprove. Consider the following sentence:

"Me eats restaurant Italian yesterday."

An astute English teacher will point out that this five-word sentence contains at least six errors of grammar:  1) wrong case of pronoun, 2) wrong verb tense, 3) error of subject-verb agreement, 4) missing preposition for the indirect object, 5) faulty syntax, 6) missing indefinite article/determiner.  All this to say that the sentence should be:

"I ate in an Italian restaurant yesterday."

However, most native speakers of English would have little doubt about the intended meaning of the garbled sentence despite its multiple errors of grammar.  (A message full of errors circulated on the internet some time ago, demonstrating that native English speakers can understand even a long message which contains mistakes in every single word.  I'll attach it to the end of this post.)

It took me about ten years of correcting hundreds (probably thousands) of faulty sentences before the epiphany finally dawned on me.  The fact that I was able to correct the grammar was proof that I always understood the intended meaning of the original ungrammatical sentences.  Or, to reverse the insight, if I didn't know what the person was trying to say, I wouldn't have been able to correct the grammar. So much for "you need grammar to be understood."

What language students learn that native speakers don't know

I'll go out on a limb here and suggest that most native speakers don't know the grammar that we expect language students to learn.  Test yourself.

1. What's the difference between "I'll see her tomorrow" and "I'm going to see her tomorrow"?

2.  What's the difference between "I've seen Star Wars" and "I saw Star Wars"?

3.  What's the difference between "I'm studying history" and "I study history"?

Identify the error

4. "The guy which lives next door"  or "The guy that lives next door"?  Why?

5.  "Less people than expected" or "Fewer people than expected"?  Why?

6.  "He's bigger than me" or "He's bigger than I"?  Why?

7.  "Just between you and me" or "Just between you and I"?  Why?

Testing Grammarly

I downloaded and installed the free version of the Grammarly app for this post.  This isn't a scientific evaluation of Grammarly or even a review (but something to consider for a future post).  However, I find the results instructive.  Grammarly detected that "which" sentence #4, "less" in #5 and "I" in #7 were mistakes.  According to Grammarly, both quoted sentences in #6 are correct.   Both sentences being right is impossible, but I understand the Grammarly decision.  According to proper prescriptive grammar, "he is bigger than I" is correct, but for most native speakers "bigger than me" just sounds better.

To give credit where credit is due, I have made a few changes as I have been typing based on Grammarly suggestions.  On the other hand, here are a couple of sentences that I correctly predicted Grammarly would not know how to deal with.

"He is the Mr. Jones that lives next door, not the Mr. Jones convicted of fraud."

The sentence is necessarily awkward, but not ungrammatical. Grammarly cannot accept a sentence in which "the" and "Mr." appear consecutively.

"I have seen that movie yesterday."

Interestingly, the verb tense in this sentence (above) is wrong, but Grammarly does not detect the mistake.  When a specific time in the past is indicated, you must use the simple past tense (not the present perfect, "have seen").  (See The Truth about English Verb Tenses.)

Most revealing, in the garbled sentence with which I began this post--"Me eats restaurant Italian yesterday."--Grammarly detects only one mistake.  According to Grammarly, "me" should be "I", consequently "eats" must then be "eat."  However, your final sentence would then be "I eat restaurant Italian yesterday"--which Grammarly declares error-free.

The important point to glean here is exactly the one I made at the top: in order to correct the grammar, you must already understand the intended meaning of the sentence.  If the app doesn't understand your sentence, can't read your intended meaning, it will not be able to correct your grammar.

Grammar and dress codes

When the argument that communication is the underlying necessity of English grammar falters, we English teachers typically turn to the analogy that grammar is like dress codes. You know, you have to dress properly for the occasion.  I can still remember telling a class of would-be professional writers studying Applied Grammar that "of course, you wouldn't wear a baseball cap with a tuxedo."  Two weeks later (and I'm not making this up) at the Grammy Awards all the hip-hop artists were wearing jewel-encrusted baseball caps with their tuxedos.

"Rules are meant to be broken."

The feature that grammar and dress codes share is that in both cases "the rules are meant to be broken." While we tell students that you need grammar to "get on in the world," the Rolling Stones have gotten on pretty well with "I Can't Get No Satisfaction."  And then there is the Nobel Laureate in Literature who wrote "It Ain't Me Babe."  Could pop music survive without that anathema to English grammar: "ain't"?  (By the way, Grammarly accepts "ain't.")

As General MacArthur once quipped, "You are remembered for the rules you break"--which is probably why breaking the rules of grammar and dress codes has such appeal.

"Rules . . . are too often for the lazy to hide behind."

The complete MacArthur quote is "Rules are mostly meant to be broken and are too often for the lazy to hide behind."  The second half of the aphorism is particularly apt and rarely quoted.  The rules of grammar, as I endlessly pointed out to students, were the beginning of the thinking process, not the end. Grammar changes over time, it varies from one region to another, and it is tied to linguistic register. Once you know the rules, then you need to consider how they should be applied and even when to break them.

English grammar isn't a license to bully!

Knowing a few of the rules of English grammar isn't a license to bully, for one-up-manship or rudeness. I find it strange that individuals would proudly declare themselves "grammar nazis" online, since the dysphemism implies someone following rules without understanding or appreciating them--their intentions, consequences, validity, basis or morality.  I've seen dozens of different versions of this poster:

I really don't know how I am supposed to feel about this sign.  For one thing, this is a very specific mistake that some grammar nazi has dreamed up that I can't imagine anyone actually making. Plus, it isn't very . . . well . . . grammatical. It makes me think of this other sign:

If grammar really is about "knowing shit," with or without an apostrophe seems a minor problem.  The fact that "their," "there" and "they're" (like "your," "you're" and "yore") are pronounced the same way but have such different meanings and usages tells me more about the underlying incoherence of the English language than about those individuals who are occasionally guilty of their /there/ they're misuse.  (While I'm at it, here's a prediction.  Sometime in the not-too-distant future, "they're" and "you're" will disappear from the English language; "your" and "their" will become not only accepted but consider correct English.  Dictionaries will begin to identify "they're" and "you're" as "archaic.") 

The Origins of English grammar

The origins of English grammar (or grammars) can be traced to the 18th century, in particular to Jonathan Swift's "A Proposal for Correcting, Improving and Ascertaining the English Tongue," in which he decried the fact that contemporary authors (like himself):  "will be read with Pleasure but a very few Years, and in an Age or two shall hardly be understood without an Interpreter." Swift's Gulliver's Travels has survived better than the average 18th-century text; however, despite the fact that we continue to browbeat highschool students into reading Shakespeare's 17th-century dramas, few people these days (despite vainglorious claims to the contrary) can read the writers of 400-years past without an interpreter (or at least an interpretation). 

Although the rules of grammar were supposed to pave the path to immortality for English writers, what was actually produced was Robert Lowth's  A Short Introduction to English Grammar: With Critical Notes (published and republished 50 times from 1762 to 1800) from which we are instructed,  based on the spurious notion that English should follow the rules of Latin, that a sentence cannot end with a preposition and we must not split an infinitive.  (See: What Is English Grammar? for more.)

In keeping with my "Do not read this sign" sign,  in "The 'rules' of grammar are made up, so why bother following them?" Tiger Webb points out:

That Lowth, like many after him, broke most of these so-called "rules" in his own writing — or that some of his examples of substandard English came from the writings of Jonathan Swift — went unremarked upon at the time.

Taylor Swift vs. Jonathan Swift vs. The Princeton Review

I came across this comedic grammar kerfuffle in Penny Adam's "Is there simply ‘good’ and ‘bad’ English? Are you with Taylor or Jonathan Swift on grammar?" in which she provided a link to an article in The Guardian entitled "Taylor Swift’s grammar marked down incorrectly."  The details are funny enough to make for entertaining reading, but the short version is that The Princeton Review, a company which helps students prepare for college admission exams, used a line from Taylor Swift's song, Fifteen, on one of their practice tests as an example of "bad grammar."  Swift herself responded, pointing out that The Review had gotten the line wrong.  In a superlative example of "after shooting yourself in the left foot, how to take perfect aim at your right," The Review responded that the corrected quotation was also "bad grammar" because the plural pronoun "them" could not be used to refer to the singular subject "somebody."  (We are back to The Pronoun Wars, dear Reader--click the link if you need a reminder.)  The Review, being unaware of what is now widely known as the singular they, was pretty much laughed off the internet.   On the other hand, the brouhaha has given us a first answer to "Who needs English grammar?"  Apparently, if you are applying for admission to an American university, you should know some prescriptive grammar.

[To be continued in "Who Needs English Grammar:  Part II"]

Can you read this?

Only great
minds can read this.
This is weird, but interesting!
fi yuo cna raed
tihs, yuo hvae a sgtrane mnid too

Cna yuo raed tihs?
Olny 55 plepoe out of 100 can.

I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg.


The phaonmneal pweor of the hmuan mnid,
aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr
in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the
frsit and lsat ltteer be in the rghit pclae.


The rset can be a taotl mses and
you can sitll raed it whotuit a pboerlm.


Tihs is bcuseae the huamn mnid deos not
raed ervey lteter by istlef, but the wrod as a wlohe.

The "Ball of String" Theory for Learning English as a Second or Foreign Language

The "Ball of string" theory

I believe in the “ball of string” theory of learning English. Imagine that the English language is an infinitely long piece of string. You begin rolling the string into a ball. The English that you have mastered, can repeat and understand almost perfectly, is your ball of string.

Daily English is redundant and repetitive

Your ball of string begins with the English words and expressions that you might hear every day: “Hello,” “How are you?” “How much is it?” “Where’s the bathroom?” “Coffee and a cheese sandwich please.” “Nice weather today.” “Tomorrow.” “Next Monday.” “That’s nice!” All the simple words and expressions that you hear constantly repeated. Assuming you are somewhere where people around you speak English, you don’t need to learn any grammar or how to conjugate verbs or have a vocabulary of unusual words or expressions. If you are surrounded by people who speak English and you pay attention, you will discover that in daily conversation people use a small variety of words. English, as it is spoken in daily life, is repetitive and redundant. You only need to learn how to understand and repeat the things you hear most often being said around you in order to begin “your ball of string.”

To Learn is to add something new to what you already know

When you are rolling a ball of string, as the ball gets bigger it becomes easier and easier to add more string and you will do it faster and faster. Learning is the process of adding something new to what you already know. The process is fast and efficient because you only learn what you really need to know right now. In every course, book or program for learning English, you will be asked to learn things that you don’t need immediately and you may never need. For example, a course or book might encourage you to learn, the conjugation of the verb “to write” in the present continuous: “I am writing, you are writing, he is writing, we are writing, you are writing, they are writing.” In real life you are probably never going to say any of these things, so why waste time learning them. Learn only what you need right now for your life, interests and occupation, (maybe “I’m writing to him right now” will be useful), the rest you will be able to learn easily when your ball of string is much bigger.

Watch low-budget television

This approach means that you focus on what you already know, practicing, repeating and perfecting what you know, instead of constantly trying to learn something that you don’t know and may never need. If you are living in an area where people around don’t speak English, you will have to try and artificially create the environment where the “ball of string” approach will work. I would recommend watching television soap operas—not big-budget shows. The lower the budget, the more tv-shows depend on actors talking a lot in normal dialogue and common language. You don’t even have to understand the show, just begin to understand the words and phrases that are being used most often to add to your ball of string.

What a teacher is teaching isn't necessarily what a student is learning

Even if you are taking a course to learn English, you can use this “ball of string” approach. I have often told teachers of English that what they are teaching is not necessarily what students are learning. Imagine a teacher is giving a lesson on verb tenses and asks each student in turn to repeat the different tenses. He might say “okay, good,” and “now your turn,” “very good” and “now you.” The teacher might think he is teaching the verb tenses but what the attentive, ball-of-string student will learn is “okay, good,” “now your turn,” very good” and “now you.”

When It Comes to China, Do Canadians Believe the Media?

The Media blitz

Since I first published a post ( 10 Dec 2018) on Canada's arrest of the Huawei CFO, Meng Wanzhou, I have been baffled, awestruck and frustrated by the refusal of Canadian media to question the legitimacy of her arrest and extradition.  Since I began the process of my own modest online inquiries, I have noticed that the National Post, the newspaper founded by Conrad Black before he went to prison (he has since been pardoned by President Trump), has published some of the most strident anti-China editorials.  Although, Black sold the paper to one-time Liberal Izzy Asper, in recent years "the Post has retained a conservative editorial stance."

What does "freedom of the press" mean?

Obviously every newspaper in the "free" world is owned by somebody. Does it matter who owns a newspaper or a media company?  I don't know.  I've never worked for a newspaper.  I'm not particularly courageous or selfless, so I imagine that if I worked for a large media company I would be reluctant to risk my job, my salary, my social position and connections by publishing anything that I knew ran seriously counter to the interests and ideology of my top-of-the-pyramid employer.  I find it discouraging that Robert Maxwell "who embezzled hundreds of millions of pounds from his companies' pension funds" also controlled hundreds of newspapers. (His daughter, Ghislaine Maxwell,  is in the news with claims that she was sexual predator Jeffrey Epstein's madame, supplying him with juvenile prostitutes.) It is hardly encouraging that Robert Maxwell's nemesis, media mogul Rupert Murdoch, "faced allegations that his companies, including the News of the World, owned by News Corporation, had been regularly hacking the phones of celebrities, royalty, and public citizens. Murdoch faced police and government investigations into bribery and corruption by the British government and FBI investigations in the U.S."

Does it matter that the Globe and Mail is wholly owned by The Woodbridge Company which is the private holding company of the Thomson family?

Is Reuters covering the story, or is Reuters the story?

As your typical diffident Canadian, I have long been aware but not terribly disturbed by the fact that our news comes to us through channels that usually have owners.  As a Canadian, I think that we have CBC News and are therefore immune from tampering.  However, this seemingly innocuous article disturbed me: "New documents link Huawei to suspected front companies in Iran, Syria."

Why is it disturbing? If you followed the link, you will realize that it is presented under the banner CBC News.  However, this is not by any stretch of imagination CBC News.  As the small print and the content of the article make clear this is a publication of Thomson Reuters, the news agency owned by The Woodbridge Company of which the Thomson family are the principal shareholders.  Reuters is categorical that "Our correspondents do not use unconfirmed reports as the basis of a story, nor do they offer subjective opinion."  Nonetheless, readers need to be alert to the fact that what appears to be the research and writing of journalists from our national public broadcaster is, in fact, the work of un-named authors working for a private company principally owned by a single family.

Reading the article you will quickly discover that Reuters isn't just reporting the story, they are the story.

 . . . corporate filings and other documents found by Reuters in Iran and Syria show that Huawei, the world's largest supplier of telecommunications network equipment, is more closely linked to both firms than previously known.

Reuters have actively been building a case which might ultimately be used against Meng.  As they report, somewhat proudly:

Articles published by Reuters in 2012 and in 2013 here about Huawei, Skycom and Meng figure prominently in the U.S. case against her. 

Does Thomson Reuters have skin in the Meng-Huawei game?

Under "normal" circumstances, we would praise journalists for the hard slogging, investigative journalism required to unearth evidence.  However, in this case, we don't know who the authors are.  We are encouraged to believe that this "news" comes from the CBC, but obviously no CBC journalists were involved.

Does Thomson Reuters have any skin in this game?  Is it reasonable to ask this question?  I ask the question quite naively, but the result is surprising.  Thomson Reuters has gone through significant restructuring this year.  (I own 16 shares of Thomson Reuters stock by the way.) In its Annual Report for 2018, Thomson Reuters announced "In October, we sold 55% of our Financial & Risk (F&R) business to private equity funds managed by Blackstone for approximately $17 billion and retained a 45% interest in the new company, which is now known as Refinitiv."

Refinitiv, as its website displays, is collaborating on China's "Belt and Road Initiative" (aka "The New Silk Road") which the company describes as "The Infrastructure Project of the Century."  Thomson Reuters is now invested in China.  Will we begin to see a softening of positions and warming toward China in the Globe and Mail and Reuters' reports?  On November 4, Reuters still appeared to be maintaining a negative slant on China, but on November 5, along with everyone else, they reported on the front page of the Globe and Mail print edition that China had lifted its ban on Canadian beef and pork.

[This link (above) is to the "Global News" website.  Since I'm on the theme, I checked to see "who owns Global News?"  It's owned by Corus, which is controlled by the Shaw family.  Wherever you get your news in Canada, there is likely to be a family at the top of the pyramid.]

Same numbers different story

Reuters published this article 4 Nov 2019:  "Less than a third of Canadians view China favorably -poll."  Considering the media coverage, I think the real and surprising news is that 29% of Canadians continue to view China favourably. Reading this "Less than a third" headline, I was reminded of living in Quebec during the referendum years.  I can vividly recall standing at the counter of my local depanneur (corner store).  Glancing down to my right, I saw the bold, front-page headline of the Montreal Gazette: "One Third of Anglos Determined to Leave an Independent Quebec."  Looking to my left, the front-page headline of the French-language La Presse read "Two Thirds of Anglos Happy to Remain in an Independent Quebec"  [my translation from memory]. Same numbers different stories.

Summarizing a UBC survey, Reuters reported:

“The chill is real,” concluded the survey. China is now viewed favorably by 29% of Canadians, down from 36% two years ago but up from 22% in February, it concluded.

 

"Canadian Public Attitudes on China and Canada-China Relations"

"The chill is real" is a direct quotation from the UBC report, but the sentence appears on page 2, and is not a conclusion to the report as a whole.  "The chill" refers only to the drop of 7% from the previous survey two years ago.  Oddly, survey numbers indicate that attitudes toward China have warmed by 7% since February.  In the face of a Canadian media blitz condemning China for the arrest of two Canadians, and numerous reports on the threat China poses to Canada, it is astounding that one third of Canadians continue to view China positively.  (Keep in mind, that one third is almost as many Canadians as voted for the re-elected Liberal Party in the recent election.)

Survey says . . . 

The results are even more surprising, given the tenor of the survey as a whole which includes questions about human rights in China, references to Canadians Michael Kovrig and Michael Spavor, and a substantial listing of all the reasons a Canadian might perceive China negatively.  A frankly amazing statistic (again given media coverage) is presented in the conclusion of the report:

A plurality (39%) of respondents felt arresting Meng was a mistake, and a plurality (35%) feel she should be released before judicial proceedings complete.

Consider:  if "arresting Meng was a mistake" were a political party, it would have formed a majority government in the October 2019 election.  Despite our politicians and our journalists, Canadians are impressive.  Being "wary of China while supporting continuing contact" and releasing Meng--all make perfect sense.

Is Canada’s Print Media Fair on China

Influential, misinformed Canadian media hurts China-Canada relations: envoy

Canada-China Relations: A Note on Public Attitudes