Lethal Lullabies

2015 ◽  
Vol 32 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Michael Obladen

Poppy extract accompanied the human infant for more than 3 millenia. Motives for its use included excessive crying, suspected pain, and diarrhea. In antiquity, infantile sleeplessness was regarded as a disease. When treatment with opium was recommended by Galen, Rhazes, and Avicenna, baby sedation made its way into early medical treatises and pediatric instructions. Dabbing maternal nipples with bitter substances and drugging the infant with opium were used to hasten weaning. A freerider of gum lancing, opiates joined the treatment of difficult teething in the 17th century. Foundling hospitals and wet-nurses used them extensively. With industrialization, private use was rampant among the working class. In German-speaking countries, poppy extracts were administered in soups and pacifiers. In English-speaking countries, proprietary drugs containing opium were marketed under names such as soothers, nostrums, anodynes, cordials, preservatives, and specifics and sold at the doorstep or in grocery stores. Opium’s toxicity for infants was common knowledge; thousands of cases of lethal intoxication had been reported from antiquity. What is remarkable is that the willingness to use it in infants persisted and that physicians continued to prescribe it for babies. Unregulated trade, and even that protected by governments, led to greatly increased private use of opiates during the 19th century. Intoxication became a significant factor in infant mortality. As late as 1912, the International Hague Convention forced governments to implement legislation that effectively curtailed access to opium and broke the dangerous habit of sedating infants.

2021 ◽  
pp. 279-288
Author(s):  
Michael Obladen

Poppy extract accompanied the human infant for more than three millennia. Motives for its use included excessive crying, suspected pain, and diarrhoea. In antiquity, infantile sleeplessness was regarded as a disease. Dabbing maternal nipples with bitter substances and drugging the infant with opium were used to hasten weaning. Opiates joined the treatment of difficult teething in the 17th century. Foundling hospitals and wet nurses used them extensively. With industrialization, private use was rampant among the working class. In German-speaking countries, poppy extracts were administered in soups and pacifiers. In English-speaking countries, proprietary drugs containing opium were sold at the doorstep or in grocery stores. Opium’s toxicity for infants was common knowledge, but the willingness to use it in infants persisted and physicians continued to prescribe it for babies. Intoxication became a significant factor in infant mortality. As late as 1912, the International Opium Convention signed at The Hague forced governments to implement legislation which effectively curtailed the access to opium and broke the dangerous habit of sedating infants.


2011 ◽  
Vol 10 (2) ◽  
pp. 61-69 ◽  
Author(s):  
Nicolas Becker ◽  
Stefan Höft ◽  
Marcus Holzenkamp ◽  
Frank M. Spinath

As previous meta-analyses have focused almost solely on English-speaking regions, this study presents the first systematic meta-analytical examination of the predictive validity of assessment centers (ACs) conducted in German-speaking regions. It summarizes 24 validity coefficients taken from 19 studies (N = 3,556), yielding a mean corrected validity of ρ = .396 (80% credibility interval .235 ≤ ρ ≤ .558). ACs with different purposes and different kinds of criterion measures were analyzed separately. Furthermore, target group (internal vs. external candidates), average age of the assessees, inclusion of intelligence measures, number of instruments used, AC duration, as well as time elapsed between AC and criterion assessment were found to moderate the validity.


2015 ◽  
Vol 42 (2-3) ◽  
pp. 299-320
Author(s):  
Peter Barrer

Over the past two decades, Prague has cemented itself as a tourist hotspot in the popular imagination. But what of Bratislava, long considered a “poor cousin” to Prague? What images of Bratislava have foreign publics been presented with since the fall of communism in East-Central Europe and the establishment of the Slovak Republic? Building on previous research which has examined visitors’ historical perceptions of Bratislava primarily from a German-speaking perspective, this paper seeks to map the development of Bratislava’s image in media texts from English-speaking countries since 1989 by focusing on two central motifs: Bratislava as a post-communist space and Bratislava as a locus of touristic pleasures (“Partyslava”). The images presented herein will be evaluated and contrasted with local descriptions of Bratislava, thus offering a cross-cultural perspective which will contribute to the wider discussion of popular perceptions of post-communist urban spaces in East-Central Europe.


Author(s):  
Marcello Barbato

The study of Romance linguistics was born in the 19th-century German university, and like all linguistics of that era it is historical in nature. With respect to Indo-European and Germanic linguistics, a difference was immediately apparent: Unlike Indo-European and Common Germanic, Latin’s attestation is extensive in duration, as well as rich and varied: Romance linguists can thus make use of reconstruction as well as documentation. Friedrich Diez, author of the first historical grammar and first etymological dictionary on Romance languages, founded Romance linguistics. His studies singlehandedly constructed the foundations of the discipline. His teaching soon spread not only across German-speaking countries, but also into France and Italy. Subsequently, the most significant contributions came from two scholars trained in the Indo-European field: the German linguist Hugo Schuchardt, whose doctoral thesis studied with sharp theoretical awareness the passage from Latin to the Romance languages, and the Italian Graziadio Isaia Ascoli, who showed how the Romance panorama could be extraordinarily enriched by the analysis of nonstandard varieties. The discipline thus developed fully and radiated out. Great issues came to be debated: models of linguistic change (genealogical tree, wave), the possibility of distinguishing dialect groups, the relative weight of phonology, and semantics in lexical reconstruction. New disciplines such as linguistic geography were born, and new instruments like the linguistic atlas were forged. Romance linguistics thus became the avant-garde of general linguistics. Meanwhile, a new synthesis of the discipline had been created by a Swiss scholar, Wilhelm Meyer-Lübke, who published a historical grammar and an etymological dictionary of the Romance languages.


1992 ◽  
Vol 13 (2) ◽  
pp. 115-129 ◽  
Author(s):  
Katrin Lidner ◽  
Judith R. Johnston

ABSTRACTFourteen matched pairs of German-speaking and English-speaking language-impaired children, aged 4;5–6;11, were tested for their knowledge of grammatical morphology and expressive vocabulary, using the Grammatical Closure subtest of the ITPA or its German adaptation, Grammatik in the PET, and the Expressive One-Word Picture Vocabulary Test or the Aktiver Wortschatztest. Children were matched pairwise on the basis of their chronological age, nonverbal IQ, and scores in a sentence imitation and a sentence production task. As predicted, the German-speaking language-impaired children earned higher scores in grammatical morphology and vocabulary than did the English-speaking children. These findings add to a growing body of literature that documents language-specific sensitivity to particular sorts of syntactic devices. They also suggest that the morphological difficulties seen in English-speaking language-impaired children stem in part from the minor functional role played by these forms during the early language learning years.


Author(s):  
David W. Jones

The term “psychopath” has come in popular use to be understood as a description of an individual who seems to have a clear and rational understanding of the world around them; they are not deluded or suffering from hallucinations and yet they seem to be able to act with great cruelty or with recklessness towards the safety of others and themselves. The medical and legal professions have been struggling for over 200 hundred years to reach agreement on whether there might be appropriate psychiatric diagnoses that might helpfully describe such individuals. Various terms such as moral insanity, monomania, psychopathy, and antisocial personality disorder have been used. The term “psychopath” is the one that has become most firmly fixed in the public imagination. The violence and harm that people with these kinds of problems might do can raise a great deal of public anxiety. This anxiety has often played out and been amplified in various forms of the media. This article traces some of the ways that various forms of popular media have been of crucial importance to shaping our understanding of “psychopathy” and the related diagnoses of moral insanity, monomania, and antisocial personality disorder. From the medical treatises and press reporting of notorious trails, and the explorations of dangerous forms of consciousness in the 19th century, to the way that the mass media, including films, have presented such problems, they have often had a key influence on the legal and medical formulations.


2012 ◽  
Vol 23 (3) ◽  
pp. 237-252
Author(s):  
Maja Vasiljevic

The paper follows the discursive path of one of the dominant, and yet forgotten, terms in the history of ideas - that of ?degeneration.? The richness of uses and various illuminations of the term, as well as its discursive dispersion and blurring, can be seen from the mid 19th until the first decades of the 20th century. The term was almost inescapable in studies of thinkers from various fields starting in the middle of the 19th century, it was successfully adopted from French, Italian and British medical terminology into the art discourse of modern European societies. By focusing on music, the given term became permanently tied to thinking about relations of music and society in the German-speaking world. In a complex discursive development of the term, the author necessarily made certain choices, paying special attention to the Austro-Hungarian psychologists, Max Nordau who carried the concept of ?degeneration? from the medical to the art (and music) sphere. The debate regarding the ?degeneration of music,? was developed chronologically, starting from the Second Reich (being the time in which one of the most controversial composers lived, Richard Wagner). While Wagner developed a theory of ?degeneration? and its overcoming through ?regeneration,? he was still considered ?degenerated.? The given example reveals the complexity of the problem we face when we study the concept of ?degeneration of music.? The consideration is completed with a glance at the life of ?degenerated? musicians and music during the Weimar Republic, that is, their interpretation in the Third Reich.


2019 ◽  
Vol 5 (3) ◽  
pp. 301-313
Author(s):  
Sarah Dolscheid ◽  
Franziska Schleussinger ◽  
Martina Penke

In English, a lexical distinction is drawn between the indefinite determiner “a” and the numeral “one”. English-speaking children also interpret the two terms differently, with an exact, upper bounded interpretation of the numeral “one”, but no upper bounded interpretation of the indefinite determiner “a”. Unlike English, however, German does not draw a distinction between the indefinite determiner and the numeral one but instead uses the same term “ein/e” to express both functions. To find out whether this cross-linguistic difference affects children’s upper bounded interpretation of “ein/e”, we tested German-speaking children and adults in a truth-value-judgment task and compared their performance to English-speaking children. Our results revealed that German-speaking children differed from both English children and German adults. Whereas the majority of German adults interpreted “ein/e” in an upper bounded way (i.e. as exactly one, not two), the majority of German-speaking children favored a non-upper bounded interpretation (thus accepting two as a valid response to “ein/e”). German-speaking children’s proportion of upper bounded responses to “ein/e” was also significantly lower than English children’s upper bounded responses to “one”. However, German children’s rate of upper bounded responses increased once a number-biasing context was provided. These findings suggest that German-speaking children can interpret “ein/e” in an upper bounded way but that they need additional cues in order to do so. When no such cues are present, German-speaking children differ from both German-speaking adults and from their English-speaking peers, demonstrating that cross-linguistic differences can affect the way speakers interpret numbers.


2021 ◽  
Vol 3 (1) ◽  
pp. 112-133
Author(s):  
Maria R. Nenarokova

The article focuses on the reception of Russian classical literature translations in the English-speaking culture. The research was carried out on the material of three existing translations of ‘Forest and Steppe’ by both Russian and English translators published in 1895, 1955 and 1967. The main objective of the research is to determine the difficulties translators of Russian literature of the 19th century could face in the case of Turgenev's epigraph to ‘Forest and Steppe’. The tasks of the study were to define and describe the peculiarities of conveying the epigraph’s vocabulary, to outline the group of the most important keywords of the text, to recognize and describe discrepancies in their translation, to indicate why the chosen option is possible or impossible in the translation of Turgenev’s text. The study showed that Turgenev's worldview was formed under the influence of the culture of ‘rhetorical word’, and the epigraph to ‘Forest and Steppe’ proves it. The epigraph consists of a chain of symbolic images that add up to a single picture. The writer's worldview determined the style of the epigraph, the choice of vocabulary, and the composition of the text. For translators, the main difficulty at the lexical level lies in the fact that they often choose words that carry a greater emotional load than Turgenev’s vocabulary, and also introduce tropes, absent in the original, into translations. On the one hand, the translations create a realistic picture, in contrast to Turgenev’s symbolic landscape, on the other hand, the atmosphere of the text, reflecting the personality of the writer, is destroyed. The translations mirror profound changes that took place in the 19th–20th centuries in the European worldview.


2016 ◽  
Vol 23 (2) ◽  
pp. 245-262
Author(s):  
Peter Zimmermann

During the partitions of Poland in 1772, 1795 and 1815 its southern part was annexed by the Habsburg Monarchy and integrated into the Austrian Empire as the Kingdom of Galicia and Lodomeria. Till the end of World War I the inhabitants of Galicia were citizens of the Austrian Empire and their lives were influenced by the political and social ideology of the Austrian government. One of the most significant changes were connected to the language issue. Austrian or German-speaking officials came to Galicia and so did German as it became the main administrative language. This was also the case for the Austrian education system, which mainly focused on teaching German language as they wanted to integrate the multilingual and multicultural inhabitants of the Austrian Empire under the leadership of the Austrian rulers.This article deals with the issue how the Austrian education system influenced the development and understanding of national consciousness of the Polish population in Galicia in the first half of the 19th century by analysing which role the Polish language played in the primary and secondary school system. This period is important because it shows the main intentions of the Austrian educational system and also because the first important School Laws were passed, which influenced the education system in Galicia for over half the century.This article is structured in two parts. The first part contains an analysis of the most important School Laws. The aim is to show the intentions and the ideology which guided the Austrian government in creating the education system and to analyse which role the Polish language played in it. The second part deals with the actual effects of the Austrian education policy for the young Polish generations of Galicia. This will allow a more realistic interpretation of the influence the education system in Galicia had on building or suppressing the development of a Polish national consciousness. This part includes analyses of school statistics and most importantly memories from schooldays from former Galician school children which gives an inside on the role the Polish language played in the school and in their own lives.


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