from the america-isn’t-denmark dept

Back in January of this year, RFK Jr. clearly strong armed the CDC into changing the childhood vaccination schedules in America to mimic those of Denmark. The public messaging was crafted to sound as reasonable as possible and amounted to a claim that America was going to revise vaccination schedules to match those of another successful, industrialized, peer country. There were a couple of problems with the move.

For starters, Kennedy did his usual move of trying to make this change completely outside of the normal process for such things. There was no indication that any of this was done at the behest of his reformed ACIP panel. It didn’t go through the normal scientific checks and balances. And even if it had, the courts later put a stay on all such changes, because Kennedy didn’t follow the American Procedure Act in either those revised schedules or even the formation of ACIP itself. The Trump administration has appealed that decision.

The other main issue with the change was the obvious one: America is not Denmark. Calling Denmark a peer nation to America is laughable for many reasons. As one Danish official pointed out at the time: Denmark has a homogeneous population, universal free healthcare, lower serious outcomes from infectious diseases that they don’t vaccinate for, and a population that actually largely trusts government institutions. America doesn’t have any of that, in large part because the party of Trump doesn’t want us to have it.

Donald Trump doesn’t know how to take an “L”, though, so of course he simply picked up a pen recently and is attempting to executive order his way to trying to change those same vaccination schedules.

While the federal government is appealing that injunction, the new executive order on Friday reaffirms Kennedy’s plans to adopt Denmark’s strategy, calling for “realigning” US vaccine policy with “best practices from peer, developed countries.”It states that the scientific assessment written by Høeg and Kulldorff is a “guiding resource for the Federal Government” and that the CDC shall ” take any appropriate steps to update the United States childhood and adolescent vaccine schedule.”

As before, the AMA is strongly against the unilateral change made without backing from scientific evidence.

“Altering [the vaccine schedule] without clear, evidence-based justification risks continued confusion for parents and patients, undermining trust in vaccines, and ultimately lowering vaccination rates,” Mukkamala said. “That would put more children and communities at risk of preventable illness.”

The American Medical Association (AMA) wasn’t the only one to come out against this top-down edict. The American College of Physicians (ACP) likewise pushed back on the EO publicly, stating unequivocally that it must not be implemented or there would be severe negative health outcomes for American children.

As did, hilariously, scientists in Denmark itself.

Anders Hviid, who leads research on vaccine safety and effectiveness at the Statens Serum Institut, Denmark’s equivalent of the CDC, told The New York Times in December that it did not make sense to compare the US to Denmark. “It’s not at all fair to say look at Denmark unless you can match the other characteristics of Denmark,” he said.

Hviid also told the Times that the US public health policies under Kennedy “get crazier and crazier” by the month. “It is surreal, and it is difficult, from a Danish perspective, to understand what’s going on.”

Trust me, dear Anders, it’s difficult to understand from within the American borders, too.

Now, neither Trump nor Kennedy give a flying damn about Denmark, of course. That much is obvious to anyone with a working frontal cortex. The country’s vaccination schedules are merely being used as a prop to reduce the vaccination schedules for American children because that’s all Kennedy really wants. Over the objections, it turns out, of Danish scientists themselves.

I’m sure the AMA, ACP, or the American Academy of Pediatricians (AAP) will be filing lawsuits over this Executive Order. And I see no reason why the courts shouldn’t put a hold on its implementation, as it did to Kennedy.

But the real mystery is why the do-nothings in Congress just can’t be bothered to push back directly on all of this.

Filed Under: acip, cdc, denmark, donald trump, health & human services, rfk jr., vaccine schedules, vaccines

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MSP says it is ‘absolutely devastated’ as woman arrested on suspicion of murder

Neil Muller, newly appointed Group CEO of managed service provider Node4, has died after an alleged stabbing at his home. He was 54. 

Muller, a well-respected and long-serving figure in Britain’s tech supply chain, was found with chest wounds at his residence in Claverdon, Warwickshire, in the early hours of June 7.

Warwickshire Police said in a statement: “We received a report from ambulance services at 6.15am about a man in his 50s who required emergency medical care following a stab wound in his chest. Sadly, he was declared deceased at the scene at 6.37am.”

A 55-year-old woman from Birmingham was arrested on suspicion of murder at 7.33am and has since been released on bail. Police confirmed an investigation is underway and said there is “no wider risk to the public.”

Muller had only taken on the Group CEO role at Node4 this month, tasked with refining its strategy and expanding its AI-augmented managed services platform. The MSP said it was “absolutely devastated” by his death, adding: “Although Neil only recently joined Node4, he made a meaningful impact in a short space of time. Our thoughts are with Neil’s family at this very difficult time.”

Before Node4, Muller led Digital Space for seven years, and prior to that he was chief exec at telecoms biz Daisy Group, whose B2B ops merged with Virgin Media O2 last year. Muller started his career at Computacenter – one of Europe’s largest services-based resellers – rising through sales and operations to become UK and Ireland managing director during a 21-year tenure. 

Mike Norris, Group CEO at Computacenter and a close friend of Muller, told The Register that he was “deeply saddened from a personal point of view.”

Norris was not alone: many in Britain’s tech business community expressed shock. Charles Bligh, former TalkTalk chief operating officer, wrote on LinkedIn: “Just so shocked to hear this terrible news. Neil was a class act and he filled the room with his energy and leadership. My condolences to his family and his children should know their father was a respected, liked and thought leader in the business community. I know this is cold comfort. Neil you will be missed terribly and RIP.” 

Muller is survived by his wife and two children. ®

Marshall’s prolific 2026 continues with the launch of the Stockwell II wireless speaker, which boasts some pretty big specs.

The Stockwell II was one of our favourite Bluetooth speakers when it launched, so we’re looking forward to seeing how Marshall can improve, and on paper, there are some big improvements.

But before that, let’s start with sustainability. The Stockwell III introduces replaceable and modular components, a list which includes the battery, carry strap, silicone sleeve as well as the front and rear grilles to ensure that the Stockwell III can last as long as possible without the need for a full replacement if it gets damaged.

To help its longevity, battery life has been expanded from the Stockwell II’s 20+ to 40+, practically double the battery life than before. The speaker can also act as a powerbank for other devices (such as your mobile device).

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Marshall’s True Stereophonic 360 sound has made its way to the Stockwell III, offering consistent audio from whichever angle the speaker is placed to ensure there’s no ‘sweet spots’. Dynamic Loudness also features, taking care of managing bass, mid and treble at any volume and keeping them in balance.

The design remains practically the same, with its vertical silhouette and guitar-inspired PU leather strap and velvet lining. Controls have been updated to make it easier to access presets with the M-button or skip tracks with the media jog. An IP55 rating means that it’s not fully waterproof, but can survive a dip into water for a small amount of time. That’s still a jump up from the Stockwell II’s IPX4 rating.

Pricing is within reach of the older model in some markets, but overall it is more expensive. The Marshall Stockwell III has a price of £199.99 / $249.99 / €229.99 with availability in August (you can register interest in the speaker now). Colours are a choice of Black and Brass, and Cream.

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Reading my articles from the fellowship feels like reading diary entries. They’re raw, honest and they reflect how much I was struggling with teaching at the time. Overwhelm is apparent. So is frustration. As a teacher who was impacted by COVID-19 and the year of fully remote learning for students, the Voices of Change fellowship gave me the space to reflect and name the questions that had brought me to teaching in the first place. Since leaving the classroom almost two years ago, I’ve returned to writing frequently to work through the questions teaching left me with.

Having attended Title I public schools myself, I entered the classroom seeking a lens through which to understand my school experiences. As I became more interested in education as an engine of social mobility, I wanted to understand why some kids learned to read and some did not. I wanted to understand why some schools had more resources than others. I wanted to understand why some kids went to college, and some did not. Teaching felt like a way to move closer to those answers.

The process of learning these answers was swift and painful. The stark reality was playing out in front of me every day as I taught at a public charter school during the day and then drove to the suburbs in the evenings to tutor for extra cash. I quickly saw how rarely student success is the product of a single school or teacher, but rather an aligned system of supports that begins at birth.

So here’s what I learned: some kids can read because their schools taught phonics and screened for reading disabilities in kindergarten. Some schools have more resources because housing policy and decades of segregation shaped property values and neighborhood composition. Some kids go to college because they benefited from networks of financial and familial stability, giving them resilience through challenges like the SAT, the Common App and FAFSA. The questions I began with spun out into winding tangles of policy choices, zip codes, race and class.

I’ve come to understand that the grief I felt at leaving the classroom was more than being overwhelmed and overworked — it was the undoing of my belief that education was society’s great equalizer. It was also the realization that I had been lucky; my graduation from high school and matriculation to a four-year college was as much a function of my family’s assumption from birth that I would go to college as it was my academic performance or the opportunities my schools offered.

Achieving academically was easy because I had stable housing, good health care and a network of loving and supportive adults. Had I experienced any learning challenges, they would have been swiftly addressed by my white-collar parents, who are comfortable speaking with educated professionals. Students spend the vast majority of their lives before the age of 18 outside of school. Teaching revealed how profoundly the promise of education depends on systems beyond the classroom.

That isn’t to say that schools and teachers cannot move the needle for students. Teachers grow their students every day in ways that feel nothing short of miraculous. You’d be hard-pressed to find an adult who cannot name a teacher who made a difference in their life. But the biggest gains for students occur when the systems around schools align to support the work teachers are doing — when children arrive at school healthier, safer and more secure in their lives outside the classroom.

On this front, there are two movements I’ve been paying attention to, one that brings me hope and one that makes me nervous. In graduate school, I learned about place-based partnerships, initiatives that bring stakeholders in health care, housing, education, youth services, local government and philanthropy into alignment around shared goals for supporting children and families. The most famous example is the Harlem Children’s Zone, but the model has spread widely. Organizations like StriveTogether now support networks of communities working toward cradle-to-career outcomes. Partners for Rural Impact is helping rural communities coordinate services for children across schools and social supports. Here in Boston, the Boston Children’s Council is bringing together city agencies, nonprofits and schools to think more holistically about the conditions shaping children’s lives.

What gives me hope about these efforts is that they acknowledge something teachers already know: students do not arrive at school as blank slates each morning. They arrive carrying the cumulative effects of housing stability, health-care access, nutrition, family income and community safety. Place-based partnerships represent a policy approach that supports teachers by strengthening the ecosystems around them rather than asking schools to solve poverty alone.

What makes me more uneasy is the direction some of the frustration with public education has taken. If we spent decades telling ourselves that schools were the great equalizer, then the persistence of large racial and economic achievement gaps, especially in the wake of COVID frustrations, can feel like a failure of the institution itself.

In my home state of West Virginia, that frustration has helped fuel support for the Hope Scholarship, the nation’s only universal education savings account program, which has deleterious impacts on the public education system most students rely on. Policies like this are often framed as empowering families with choice, but I worry they also reflect a disillusionment with the project of public schools as engines of democracy. It is my belief that many of the inequities in public education were never fully within schools’ control to address.

My experience as a teacher, and now as a policy practitioner, has convinced me that the path forward is not to abandon public schools, but to surround them with stronger systems of support for children and families. The question I find myself paying closest attention to now is how policy can help build those systems: partnerships that allow teachers to do what they already do best, while ensuring the conditions outside the classroom make their work possible.

Apple’s iPadOS 27 update is shaping up to be less about one headline feature and more about pulling the whole system closer together with Apple Intelligence is running through the middle of it.

The biggest shift is Siri, which is getting a major upgrade into what Apple is now calling “Siri AI”. Instead of short, scripted requests, Siri AI can now handle natural conversations and follow-up questions.

Additionally, it can tap into personal context on the device. That means it can surface old emails, find specific photos from years ago, or pull up notes without users having to remember exact file names or locations. Apple is also pushing this further with actions inside apps. For example, Siri can do things like edit a recently sent message, add music to a playlist, or help manage reminders based on what you’re currently doing.

There’s also a new dedicated Siri app, which acts as a kind of hub for conversations across Apple devices. You can start a request on iPhone and pick it up on iPad without losing context. This feels like Apple trying to make Siri less of a one-off interaction and more of an ongoing assistant.