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Man fakes own death to teach his family a tough life lesson

<p>A Belgian TikToker has become the subject of the internet’s scorn after playing a prank on the loved ones and mourners gathered to bid him farewell at what they believed to be his funeral. </p> <p>They were under the assumption that the service was being held for the recently-departed David Baerten - their 45-year-old friend who was not, it turns out, dead after all. </p> <p>Instead, Baerten had devised a plan with his wife and children to trick everyone into believing he’d passed on, all so that he could teach them a ‘valuable’ lesson in the importance of staying in touch.</p> <p>In a bid to make Baerten’s friends and followers believe the lie, one of his daughters even posted to social media about his passing, writing “rest in peace Daddy. I will never stop thinking about you.</p> <p>“Why is life so unfair? Why you? You were going to be a grandfather, and you still had your whole life ahead of you. I love you! We love you! We will never forget you.”</p> <p>The ‘funeral’ was held near Liege for the TikToker - who uses the name Ragnar le Fou for his social media antics - with his family and friends coming together for what they thought was a final farewell. But as they prepared for that difficult task, things took a sharp turn. </p> <p>Baerten, who had been alive the entire time, descended in a helicopter with a camera crew in tow to surprise them all. In a video later shared to social media, he could be heard telling them “cheers to you all, welcome to my funeral.” </p> <p>Another user - who was present at the time - shared a clip of Baerten in the arms of his sobbing loved ones, while others took the opportunity to complain about the entire “joke”. </p> <p><iframe style="border-width: initial; border-style: none; display: block; font-family: proxima-regular, PingFangSC, sans-serif; font-size: 16px; letter-spacing: -0.01em; text-align: center; background-color: #ffffff; width: 605px; height: 740px; visibility: unset; max-height: 740px;" src="https://www.tiktok.com/embed/v2/7243399474553425179?lang=en-GB&amp;referrer=https%3A%2F%2Fwww.dailymail.co.uk%2Fnews%2Farticle-12190705%2FMan-fakes-death-arrives-funeral-helicopter-teach-family-lesson.html&amp;embedFrom=oembed" name="__tt_embed__v11218062736010092" sandbox="allow-popups allow-popups-to-escape-sandbox allow-scripts allow-top-navigation allow-same-origin"></iframe>They were complaints that continued online, as the videos gained traction and many raced to condemn him for the heartless stunt. </p> <p>“Really shocking, it should be punishable by law!” one user declared. </p> <p>“I'm shocked,” another said, before asking how he’d been able to do that to those close to him. </p> <p>“He wanted to see who would be there with his eyes,” one said, “what narcissism”.</p> <p>Someone else agreed, noting that “you really have to be full of yourself to do such a thing.”</p> <p>The feedback was so strong that Baerten was forced to explain his actions, claiming that “what I see in my family often hurts me. I never get invited to anything. </p> <p>“Nobody sees me. We all grew apart. I felt unappreciated. That’s why I wanted to give them a life lesson, and show them that you shouldn’t wait until someone is dead to meet up with them.”</p> <p>And while he is yet to share his own professional footage from the day, his plan had worked.</p> <p>“Only half of my family came to the funeral,” he said. “That proves who really cares about me. Those who didn’t come, did contact me to meet up. </p> <p>“So in a way I did win.”</p> <p><em>Images: TikTok</em></p>

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How to teach children to think critically about money

<p><em><strong>Dr Carly Sawatzki, a lecturer at Monash University, is a teacher-educator with expertise in curriculum and pedagogy across the Victorian and Australian curricula (VCE, Victorian Curriculum, Australian Curriculum). </strong></em></p> <p>Advice on money often boils down to <span style="text-decoration: underline;"><strong><a href="http://www.smh.com.au/money/planning/what-aussies-get-wrong-about-money-and-schools-dont-help-20170522-gwa4hm.html" target="_blank" rel="noopener">simplistic messages</a></strong></span> about budgeting, understanding compound interest and avoiding debt. But <span style="text-decoration: underline;"><strong><a href="http://www.fsa.gov.uk/pubs/consumer-research/crpr69.pdf" target="_blank" rel="noopener">research</a></strong></span> suggests financial decision-making depends as much on our values, expectations, emotions and family experiences as information taught at school.</p> <p>In short, the way people interact with money is highly complex and so the way we teach our kids needs to catch up.</p> <p>It’s time for a shift from teaching children rote-learned financial rules of thumb to instilling dispositions and a thinking process that underlies good financial decision-making.</p> <p>Funnily enough, the debate over “<span style="text-decoration: underline;"><strong><a href="https://theconversation.com/the-smashed-avo-debate-misses-inequality-within-generations-70475" target="_blank" rel="noopener">smashed avocadoes</a></strong></span>” illustrates two concepts that can make all the difference to how we approach financial decisions. The first is a future orientation and the second is self-regulation.</p> <p>Thinking about the future, or a “future orientation” is incredibly important when it comes to managing money. This is a tendency to consider future consequences and a willingness to delay gratification in favour of longer term goals.</p> <p>Self-regulation is the process by which we control our thoughts, feelings and behaviours. Being aware of our financial motivations and having the ability to critically analyse our decisions is also important.</p> <p>These are the kinds of thought processes necessary for good financial decision-making.</p> <p><strong>Money is a limited resource</strong></p> <p><span style="text-decoration: underline;"><strong><a href="http://www.sciencedirect.com/science/article/pii/S0167487005000577" target="_blank" rel="noopener">Research shows</a></strong></span> that both parental behaviour (like discussing financial matters with children) and dispositions (such as future orientation) have an impact on their children’s financial behaviour into adulthood.</p> <p>This means that simply discussing money can help children build financial independence by practising making decisions. For example, parents and children can discuss what they want to do with any money they receive, and maybe encouraging them to bank and save.</p> <p>Giving children pocket money is another strategy for accomplishing this. Although not everyone has the means or the inclination to pay their children for helping out around the home. And you don’t have to.</p> <p><span style="text-decoration: underline;"><strong><a href="http://journals.sagepub.com/doi/pdf/10.1177/0038038516668125" target="_blank" rel="noopener">Research also shows</a></strong></span> that financial hardship - living on a limited income and going without – can be just as useful in shaping financial understandings as the experience of growing up rich. In fact, there are things that children observe and experience – like problematic gambling and the financial fallout of marriage separation - that can influence them to think and feel more conservatively about money.</p> <p>As part of my ongoing research, I have spent time working with parents, teachers, and 10-12 year old students. I’ve found that the experience of financial hardship is not lost on children. During interviews some have described the importance of working to earn an income. Others have told me that their parents work multiple jobs to make ends meet and money is stressful.</p> <p>Some children suggested <span style="text-decoration: underline;"><strong><a href="https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=2148" target="_blank" rel="noopener">selling a car to save money</a></strong></span>, or competently described sophisticated economic concepts (supply, demand and market equilibrium) in relation to buying and selling second-hand goods, particularly electronic games.</p> <p>These examples show that children for whom money is a limited resource bring valuable insights to their financial literacy education at school. There are ways that parents and teachers can sensitively tap into these insights during lessons.</p> <p><strong>Promoting critical thinking and financial independence</strong></p> <p>We live in a world that sells immediacy and makes it easy to tap and go. Figuring out how to balance short term desires with longer term financial goals that may seem out of reach - like funding higher education and purchasing a home - requires focus.</p> <p>Ultimately, children need practice applying their literacy and numeracy skills to make financial decisions independently. This can take place both at home and in the classroom.</p> <p>For instance, instead of giving children values-laden advice about what makes a wise financial decision (such as avoiding debt), use questioning techniques to stimulate and guide their thinking.</p> <p>These <span style="text-decoration: underline;"><strong><a href="https://www.questia.com/read/1P3-1447133181/critical-thinking-the-art-of-socratic-questioning" target="_blank" rel="noopener">could include</a></strong></span>:</p> <ul> <li><strong>Reasons: </strong>What are your reasons for making that decision?</li> <li><strong>Evidence:</strong> Can you convince me that is the best decision?</li> <li><strong>Argument: </strong>What would someone who disagreed with you say?</li> <li><strong>Impact on others:</strong> Will your decision affect anybody else?</li> <li><strong>Consequences: </strong>What might happen next?</li> </ul> <p>These questions engage children to think about what drives them and what all their available choices might be.</p> <p>As painful as it can be, it can also be productive to let go and allow children to experience the odd financial misadventure and mistake. Later, you might ask…</p> <ul> <li><strong>Reflection:</strong> How did that work out? What might you do differently next time?</li> </ul> <p>These questions have the potential to promote critical thinking, a future orientation and self-regulation - without seeming to be too judgemental or interfering.</p> <p><em>This article originally appeared on <a href="https://theconversation.com/how-to-teach-your-kids-to-think-more-critically-about-money-84699" target="_blank" rel="noopener">The Conversation</a>.</em></p> <p><em>Images: Getty</em></p>

Money & Banking

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Pink reveals how she teaches her daughter the value of hard work

<p>Pop sensation Pink is teaching her daughter an important lesson on the value of hard work.</p> <p>The singer, who is preparing for her new tour, has revealed her daughter, Willow, 11, is going to work alongside her.</p> <p>Pink spoke on the US morning show <em>Today</em>, saying, "Willow has a job on tour,” adding, “We just had to go over minimum wage and it’s different state to state.”</p> <p>She went on to reveal a cheeky exchange she and her daughter had.</p> <p>“I said it’s about $US22.50 ($A32.80) a show depending how long I go, if I run over. She goes, ‘I’ll take $US20 ($A29.20). It’s easier to do the math.’ I’m like ‘That’s not how you negotiate for yourself.’ I’m like, ‘You’ll take $US25 ($36.47), so it’s easier math.’”</p> <p>Although Pink has an estimated net worth of $200 million USD ($291 million AUD), she believes the value of hard work and knowing your worth should be a priority.</p> <p>Pink is also mum to Jameson, 6, with her husband, Carey Hart, and she teased that her son’s negotiating skills were not quite up to scratch either.</p> <p>“Jameson’s just like, ‘I want a lollipop!’” she joked.</p> <p>The pop sensation’s tour kicks off on June 7 in the UK, starting with her first US show in Cincinnati, Ohio, on July 26.</p> <p>Her 11-year-old will be working alongside her mum for the entire tour and is bound to learn many more important life lessons along the way.</p> <p><em>Image credit: Getty</em></p>

Family & Pets

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Realistic androids coming closer, as scientists teach a robot to share your laughter

<p>Do you ever laugh at an inappropriate moment?</p> <p>A team of Japanese researchers has taught a robot when to laugh in social situations, which is a major step towards creating an android that will be “like a friend.”</p> <p>“We think that one of the important functions of conversational AI is empathy,” says Dr Koji Inoue, an assistant professor at Kyoto University’s Graduate School of Informatics, and lead author on a paper describing the research, <a href="https://doi.org/10.3389/frobt.2022.933261" target="_blank" rel="noreferrer noopener">published</a> in <em>Frontiers in Robotics and AI</em>.</p> <p>“Conversation is, of course, multimodal, not just responding correctly. So we decided that one way a robot can empathize with users is to share their laughter, which you cannot do with a text-based chatbot.”</p> <p>The researchers trained an AI with data from 80 speed dating dialogues, from a matchmaking marathon with Kyoto University students. (Imagine meeting a future partner at exercise designed to teach a robot to laugh…)</p> <p>“Our biggest challenge in this work was identifying the actual cases of shared laughter, which isn’t easy, because as you know, most laughter is actually not shared at all,” says Inoue.</p> <p>“We had to carefully categorise exactly which laughs we could use for our analysis and not just assume that any laugh can be responded to.”</p> <p>They then added this system to a hyper-realistic android named <a href="https://robots.ieee.org/robots/erica/" target="_blank" rel="noreferrer noopener">Erica</a>, and tested the robot on 132 volunteers.</p> <div class="newsletter-box"> <div id="wpcf7-f6-p214084-o1" class="wpcf7" dir="ltr" lang="en-US" role="form"> <form class="wpcf7-form mailchimp-ext-0.5.62 spai-bg-prepared init" action="/technology/robot-laugh/#wpcf7-f6-p214084-o1" method="post" novalidate="novalidate" data-status="init"> <p style="display: none !important;"><span class="wpcf7-form-control-wrap referer-page"><input class="wpcf7-form-control wpcf7-text referer-page" name="referer-page" type="hidden" value="https://cosmosmagazine.com/technology/" data-value="https://cosmosmagazine.com/technology/" aria-invalid="false" /></span></p> <p><!-- Chimpmail extension by Renzo Johnson --></form> </div> </div> <p>Participants listened to one of three different types of dialogue with Erica: one where she was using the shared laughter system, one where she didn’t laugh at all, and one where she always laughed whenever she heard someone else do it.</p> <p>They then gave the interaction scores for empathy, naturalness, similarity to humans, and understanding.</p> <p>The researchers found that the shared-laughter system scored higher than either baseline.</p> <p>While they’re pleased with this result, the researchers say that their system is still quite rudimentary: they need to categorise and examine lots of other types of laughter before Erica’s chuckling naturally.</p> <p>“There are many other laughing functions and types which need to be considered, and this is not an easy task. We haven’t even attempted to model unshared laughs even though they are the most common,” says Inoue.</p> <p>Plus, it doesn’t matter how realistic a robot’s laugh is if the rest of its conversation is unnatural.</p> <p>“Robots should actually have a distinct character, and we think that they can show this through their conversational behaviours, such as laughing, eye gaze, gestures and speaking style,” says Inoue.</p> <p>“We do not think this is an easy problem at all, and it may well take more than 10 to 20 years before we can finally have a casual chat with a robot like we would with a friend.”</p> <p><!-- Start of tracking content syndication. Please do not remove this section as it allows us to keep track of republished articles --></p> <p><img id="cosmos-post-tracker" style="opacity: 0; height: 1px!important; width: 1px!important; border: 0!important; position: absolute!important; z-index: -1!important;" src="https://syndication.cosmosmagazine.com/?id=214084&amp;title=Realistic+androids+coming+closer%2C+as+scientists+teach+a+robot+to+share+your+laughter" width="1" height="1" /></p> <p><!-- End of tracking content syndication --></p> <div id="contributors"> <p><em><a href="https://cosmosmagazine.com/technology/robot-laugh/" target="_blank" rel="noopener">This article</a> was originally published on <a href="https://cosmosmagazine.com" target="_blank" rel="noopener">Cosmos Magazine</a> and was written by <a href="https://cosmosmagazine.com/contributor/ellen-phiddian" target="_blank" rel="noopener">Ellen Phiddian</a>. Ellen Phiddian is a science journalist at Cosmos. She has a BSc (Honours) in chemistry and science communication, and an MSc in science communication, both from the Australian National University.</em></p> <p><em>Image: Getty Images</em></p> </div>

Technology

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Dad sparks controversy for teaching toddler to hunt

<p dir="ltr">A dad has been hit with backlash for teaching his eldest son how to hunt, sparking a discussion on whether children should be able to use weapons.</p> <p dir="ltr">Zach Williams has a passion for hunting and is currently teaching his eldest stepson, who is seven, how to shoot a bow and arrow while his two-year-old watches from the comfort of a backpack.</p> <p dir="ltr">Williams told <em>news.com.au</em>’s podcast <em>I’ve Got News For You</em> that he was taken hunting when he was a child, and that he takes his children now to pass on that experience and to bond.</p> <p dir="ltr">"I started hunting before I had any memory of going out. My grandparents used to take me out camping and fishing and hunting quite young so it's just all I've known growing up," he told host Andrew Bucklow.</p> <p dir="ltr">His seven-year-old practices shooting at targets while his youngest son watches on, laughing as the pair take their shots.</p> <p dir="ltr">"I've got my stepson's elbow and have wound down the poundage, which is the drawer weight and I've just started letting him shoot targets with help from myself," Williams said.</p> <p><span id="docs-internal-guid-d7e8821b-7fff-ab19-39a5-8980078be942"></span></p> <p dir="ltr">"[My younger son] giggles, [my eldest] shoots the bow again, [and my youngest] giggles and he's like more please dad."</p> <p dir="ltr"><img src="https://oversixtydev.blob.core.windows.net/media/2022/07/aussie-dad-shoot1.jpg" alt="" width="1280" height="720" /></p> <p dir="ltr"><em>Aussie dad Zach Williams has been teaching his young stepson how to use a bow, sparking controversy about his style of parenting. Image: @aussie_arrow (TikTok)</em></p> <p dir="ltr">On other occasions, Williams takes his youngest to explore the terrain and local animals.</p> <p dir="ltr">"I want him to have fun out there, take notice of all the other things that's going on. You see all the native animals, you see all the native bird life, you come across lizards, see plenty of kangaroos, emus and stuff like that,” Williams added.</p> <p dir="ltr">Along with teaching them how to shoot, Williams said the boys receive other educational benefits that non-hunters don’t typically notice, such as learning about conservation and the dangers feral animals impose on the environment, as well as how to be patient and how to “butcher” their own meat.</p> <p dir="ltr">"You learn firearm safety … You're drilling in how dangerous a gun can be. But you know …, [athletes] break their necks, break their legs, break their spines, you know have all these life changing events,” he said.</p> <p dir="ltr">"Hunting can be dangerous if something goes wrong, but so can everything."</p> <p dir="ltr">However, Williams doesn’t necessarily want his sons to shoot at animals just yet, since they don’t have the strength to kill their prey humanely.</p> <p dir="ltr">"You need a certain poundage to efficiently, effectively and humanely kill something with a bow and arrow and that's what you're trying for when your bow hunting is the most humane shot possible," Williams said.</p> <p dir="ltr">"So you have to get lots of practice in it and you also have to have the right setup, the right arrow. So it's as clean a kill as possible."</p> <p dir="ltr">Unlike Williams, Animal Justice Party MP Emma Hurst is among those who strongly oppose the activity and has expressed concern about how NSW hunting laws could be reformed in relation to children.</p> <p dir="ltr">Under the proposed changes, children would be allowed to hunt with bows and dogs regardless of age, while those aged 16-18 would no longer need supervision while hunting using these methods.</p> <p dir="ltr">Hurst said the proposal needs to be scrapped, despite similar rules existing elsewhere in Australia.</p> <p dir="ltr">"These are absolutely shocking proposals being put forward by the Minister of Agriculture, Dugald Saunders. It completely ignores the significant safety risk of these weapons, and the enormous animal welfare impacts that they will have as well," she told Bruckhurst.</p> <p dir="ltr">Though it’s still unclear whether these changes will be implemented, Hurst said she would be keeping a close eye on the situation in case the government attempts to “sneak” it through.</p> <p dir="ltr">As for parents like Williams, she said her party was greatly concerned about the “traumatic experiences” children go through if they get hurt.</p> <p dir="ltr">"I mean, that puts that toddler in a very dangerous situation, and also risks them experiencing trauma from witnessing an animal dying and being torn to pieces. It's really concerning,” she said.</p> <p dir="ltr"><span id="docs-internal-guid-42cc5b19-7fff-ee9f-5533-b9d167033c44"></span></p> <p dir="ltr"><em>Image: @aussie_arrow (TikTok)</em></p>

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You actually can teach an old dog new tricks, which is why many of us keep learning after retirement

<p><a href="https://www.universityworldnews.com/post.php?story=2019073014375151">Lorna Prendergast</a> was 90 years old when she graduated with a master’s degree from the University of Melbourne in 2019. She said her message to others was, “You’re never too old to dream.”</p> <p>Nor, obviously, too old to learn.</p> <p>In the same year 94-year-old <a href="https://www.abc.net.au/news/2019-02-06/david-and-anne-bottomley-1/10785150?nw=0">David Bottomley</a> became the oldest person in Australia to graduate with a PhD from Curtin University. The great-grandfather said he wasn’t yet finished. “I have a great deal yet to work out,” he said, perhaps making him the ultimate lifelong learner.</p> <p>Prendergast’s and Bottomley’s achievements are examples of the levels of learning some older adults are capable of. In 2019-20, around 73,000 Australian adults aged 60 or more were enrolled in <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/total-vet-students-and-courses-2020">vocational training, community education</a> and <a href="https://www.dese.gov.au/higher-education-statistics/resources/2019-section-2-all-students">university</a> courses. That’s enough to populate a mid-size Australian city.</p> <p>But the term “lifelong learning” has increasingly tended to focus on the period of compulsory education and training across working lives – that is, before retirement.</p> <p>Professor of adult education, <a href="https://doi.org/10.1556/2059.01.2017.3">Stephen Billett</a>, argues the concept of lifelong learning has come to be associated with lifelong education, which is more about the institutional provision of learning experiences.</p> <p>Instead, he says, it should go back to its roots. Lifelong learning is a personal process based on the sets of experiences people have had throughout their lives.</p> <h2>Learning after retirement</h2> <p>According to <a href="https://doi.org/10.1111/ejed.12120">David Istance</a>, the nonresident senior fellow at the OECD’s Center for Universal Education, a result of this foreshortened view of lifelong learning is to downplay the considerable amount of formal learning taking place after retirement. This means learning like that done by Prendergast and Bottomley. Although much learning also happens in non-institutional settings.</p> <p>For example, a <a href="https://doi.org/10.1080/02601370.2016.1224037">Scottish study</a> tracked the learning activities of almost 400 Glaswegians aged 60 or over. Using a broad definition of “learning”, researchers discovered an “active ageing” subset in the sample.</p> <p>This active ageing group was:</p> <blockquote> <p>socially and technologically engaged … “learner-citizens”, participating in educational, physical, cultural, civic and online activities.</p> </blockquote> <p>Such findings are particularly significant for a country like Australia where the <a href="https://www.abs.gov.au/articles/twenty-years-population-change">population is ageing</a>, due to sustained low fertility and increasing life expectancy. The result is proportionally fewer children and a larger proportion of people aged 65 and over.</p> <p>Over the past two decades, the population aged 85 and over has also increased, by <a href="https://www.abs.gov.au/articles/twenty-years-population-change">110%</a> (more than doubled) compared with total population growth of 35%. In mid-2020 there were more than half a million of these “older olds” in Australia.</p> <p><a href="https://images.theconversation.com/files/434908/original/file-20211201-21-1r60yz1.jpg?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=1000&amp;fit=clip"><img src="https://images.theconversation.com/files/434908/original/file-20211201-21-1r60yz1.jpg?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=237&amp;fit=clip" alt="Older woman painting at home." /></a> <br /><span class="caption">Learning doesn’t have to be in an institutionalised setting.</span> <span class="attribution"><a href="https://www.shutterstock.com/image-photo/image-senior-female-artist-painting-picture-247408171" class="source">Shutterstock</a></span></p> <p>The nation could have <a href="https://cheba.unsw.edu.au/research-projects/sydney-centenarian-study">50,000 centenarians</a> by 2050.</p> <h2>A lifetime of complex cognitive activity</h2> <p>Brain researcher <a href="https://www.abc.net.au/news/2021-07-25/longevity-ageing-centenarian-lifespan-life-expectency/100123434">Perminder Sachdev</a> says surviving into older age relies partly on “a lifetime of good effort”. Some of that effort is a solid education in our formative years and then ongoing purposeful learning.</p> <p>Sachdev believes this builds better cognitive reserves and sets us up for a lifetime of more complex cognitive activity.</p> <p>But what is “purposeful learning”? A <a href="https://doi.org/10.1080/02601370.2020.1819905">Swedish review</a> found older adults do formal learning to maintain or increase quality of life, including through learning new things and sharing knowledge, and to connect through social networks. They also see classes and courses as a means of developing coping skills that enhance individual autonomy, and as a way of stimulating their cognitive abilities to help stave off mental decline.</p> <p>But <a href="https://eric.ed.gov/?id=ED054428;%5Blink%20text%5D(https://files.eric.ed.gov/fulltext/ED084368.pdf);%5Blink%20text%5D(https://www.wiley.com/en-au/Learning+in+Adulthood%3A+A+Comprehensive+Guide%2C+4th+Edition-p-9781119490494)">numerous studies</a> in recent decades have shown formal education is just the tip of the adult learning iceberg.</p> <p>As the Glasgow study reveals, many older adults are continuing their learning in guises other than through formal courses. <a href="https://doi.org/10.1177/0741713613513633">Communal examples</a> include sewing groups, men’s sheds, bird-watching clubs, travel groups, and musical jam sessions.</p> <p>Few of the participants are likely to perceive their activities in explicit learning terms, yet all four reasons for learning the Swedish study identified can be discerned within such groups.</p> <p><a href="https://images.theconversation.com/files/434912/original/file-20211201-19-peszg7.jpg?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=1000&amp;fit=clip"><img src="https://images.theconversation.com/files/434912/original/file-20211201-19-peszg7.jpg?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=754&amp;fit=clip" alt="" /></a> <span class="caption">Sewing groups, bird watching clubs and musical jam sessions are ways seniors can continue their learning.</span> <span class="attribution"><a href="https://www.shutterstock.com/image-photo/seniors-trekking-forest-1095221123" class="source">Shutterstock</a></span></p> <p>As in the Glasgow research, the proportion of older people engaged in purposeful learning is likely to be a subset of the larger population. Nevertheless there needs to be official and community acknowledgement that a segment of older people has both the motivation and capacity to continue to learn, including into their 90s. These people are “<a href="https://doi.org/10.1177/0741713613513633">active agers</a>”.</p> <p>According to <a href="https://www.abc.net.au/news/2021-07-25/longevity-ageing-centenarian-lifespan-life-expectency/100123434">Sachdev</a>, the key to maximising healthy ageing is improving the quality of initial and ongoing education because this impacts positively on our brains.</p> <p>This is not to say older adults should feel obliged to engage in “purposeful learning”. After all, they’re not a homogeneous group, and some may decide it’s not something they want to do.</p> <p>David <a href="https://doi.org/10.1111/ejed.12120">Istance</a> intimates some may also subscribe to the outmoded mindset that “you can’t teach an old dog new tricks”.</p> <p>For older people who do want to continue to engage with the wider world and have the capacity to do so, however, we need to ensure “active ageing” is part of any “lifelong learning” agenda.</p> <p>Let’s continue to promote older learning champions like Prendergast and Bottomley, not as outliers but as shining lights in a broader expanse of long-twinkling stars.<!-- Below is The Conversation's page counter tag. Please DO NOT REMOVE. --><img style="border: none !important; box-shadow: none !important; margin: 0 !important; max-height: 1px !important; max-width: 1px !important; min-height: 1px !important; min-width: 1px !important; opacity: 0 !important; outline: none !important; padding: 0 !important; text-shadow: none !important;" src="https://counter.theconversation.com/content/170379/count.gif?distributor=republish-lightbox-basic" alt="The Conversation" width="1" height="1" /><!-- End of code. If you don't see any code above, please get new code from the Advanced tab after you click the republish button. The page counter does not collect any personal data. More info: https://theconversation.com/republishing-guidelines --></p> <p><span><a href="https://theconversation.com/profiles/darryl-dymock-573463">Darryl Dymock</a>, Adjunct Senior Research Fellow in Education, <em><a href="https://theconversation.com/institutions/griffith-university-828">Griffith University</a></em></span></p> <p>This article is republished from <a href="https://theconversation.com">The Conversation</a> under a Creative Commons license. Read the <a href="https://theconversation.com/you-actually-can-teach-an-old-dog-new-tricks-which-is-why-many-of-us-keep-learning-after-retirement-170379">original article</a>.</p> <p><em>Image: Shuttershock</em></p>

Retirement Life

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Three questions not to ask about art – and four to ask instead

<p>Art raises a lot of questions. That’s what it does. If an art work in a gallery or a news story has made you ask “what the …?”, it has already started to do its job.</p> <p>But for many who are not familiar with art, some of the most often asked questions of art just lead to a dead end. So, is art just a global conspiracy of Emperor’s Robe-makers? Or are there some questions that will finally yield some answers?</p> <p>A couple of years ago, I visited the Tate Modern in London. Standing near <a href="http://www.tate.org.uk/art/artists/carl-andre-648">a work</a>that consisted of two layers of bricks arranged in a rectangle on the floor, I overheard an irritated visitor asking his friend, “Why is that art?” Hands on hips, he was clearly annoyed by what must have seemed an assault on his intelligence. So, why is that art?</p> <p><strong>1. Why is that art?</strong></p> <p><span>Art isn’t a single type of thing, just as “movies” and “music” don’t just refer to Hollywood movies or pop songs. A movie can be a silent film, a home video, a documentary or a 3D Hollywood blockbuster. </span></p> <p><span>Music can be classical, pop, rap – the possibilities are almost endless. Art is the same.</span></p> <p>Some art belongs to <a href="http://www.metmuseum.org/collection/the-collection-online/search/437124">longer traditions</a>, which are concerned with how things look, and so is easier to understand, such as a Claude Monet painting of Rouen Cathedral. Some more recent art is about other things.</p> <p>Expressionist art is about visualising internal psychological and emotional states in colours and gestures. Abstract art is about creating arrangements of colour that are deliberately not drawn from real objects in the world. Conceptual art is mostly about the idea and the art object isn’t that important. Minimalist art (of the kind that annoyed the Tate visitor) is mostly about the material itself.</p> <p>However, unlike mainstream movies and music, art often doesn’t provide much of its own context. What do I mean by this?</p> <p>Well, to understand anything, you need to know its context. If you watch any Hollywood movie, most of what you require to understand the plot line is contained within the movie, in recognisable characters, scenarios and plot devices. That’s great if you just want to eat popcorn and chill out; but also the meanings are very prescriptive and don’t allow much room for alternative interpretations.</p> <p>But think of a more “arty” movie, like <a href="http://www.imdb.com/title/tt0166924/">Mulholland Drive</a> by David Lynch, and you’re given less context. The meaning is not so obvious. You have to do more of the interpretive work yourself with the fewer clues you can find.</p> <p>Art is similar in that you need context to understand it, but it also makes you do much more interpretive work. It doesn’t mean that you just make up your own meaning and everyone is right, regardless of how wacky their interpretation. It means that you have to think of what was happening in the world in which the work came about, and to the artist’s life, to find the clues.</p> <p>Yes, it makes you do a lot of work, in the same way a crossword or Sudoku only gives you clues that you have to work with. That’s really when it gets interesting.</p> <p><strong>2. What is it meant to be?</strong></p> <p>Just over 100 years ago, during the early years of the 20th century, the most experimental artists (those we think of as the avant-garde, the leading edge) were fascinated with the idea of creating a new type of visual language. The visual language that had dominated since the Renaissance was “representation” – that is, a painting was of something, like a landscape, or a vase of flowers, or a person. Good art was that which most realistically looked like the thing it represented.</p> <p>But after photography was invented in 1839, there seemed less point in spending hours trying to just copy what we see, especially when a camera could do it quicker and better.</p> <p>At that point, many avant-garde artists became preoccupied with depicting what couldn’t be seen: emotional and psychological states.</p> <p>In a painting like The Scream (1893), Edvard Munch is attempting to portray the horror of a panic attack through his stabbing brushstrokes, red sky and the vulnerable screaming figure. Other avant-garde artists, like Pablo Picasso or Wassily Kandinsky, also moved away from representation and towards abstraction.</p> <p>Abstract artists saw creating painting or sculpture as similar to creating music. Music doesn’t represent anything – its “forms” are all completely abstract. This was what abstract art was also trying to do, but with colour and line.</p> <p>Abstraction rose to dominate art by the middle of the 20th century and then fell by the wayside after the 1970s. But representational art didn’t just come back as though nothing had happened. Art remained more about ideas than just looking like something else.</p> <p>The sculpture that provoked the ire of my fellow visitor to the Tate Modern, <a href="http://www.tate.org.uk/art/artworks/andre-equivalent-viii-t01534">Carl Andre’s Equivalent VIII, 1966</a>, is 120 bricks arranged in a rectangle on the floor. It’s not meant to be something else. It’s about the raw materiality of the bricks themselves. That’s what Andre was proposing by presenting those bricks in the context of a gallery.</p> <p><strong>3. A four-year-old could do that, couldn't they?</strong></p> <p><span>Picasso is often quoted as having said, “It took me four years to paint like Raphael, but a lifetime to paint like a child.” He’s saying that the conventions of painting that dominated art since the time of the Renaissance are, in a way, quite an easy tried and tested formula – think here of the </span><a href="http://www.louvre.fr/en/oeuvre-notices/mona-lisa-%E2%80%93-portrait-lisa-gherardini-wife-francesco-del-giocondo">Mona Lisa</a><span>, painted between 1503-06.</span></p> <p>Using perspective, shading and other Renaissance rules and techniques, most artists are going to end up with similar results.</p> <p>400 years after the Renaissance, those rules and techniques got a bit stale and, about a century ago, avant-garde artists grew bored of just copying the world. But if you throw out those old tried and tested Renaissance rules, what do you replace them with?</p> <p>Picasso went digging in a variety of other sources, such as tribal marks from Africa (which often appear in his work). Other artists, such as Jean Dubuffet, searched for alternative techniques in images made by the mentally ill. And Paul Klee was fascinated with the rawness of children’s drawings. If a modern masterpiece looks like it was drawn by a four-year-old, that’s probably what the artist was aiming to do.</p> <p>Sure, there’s a particular kind of skill in drawing a dog that looks exactly like the furry thing that barks; but then, what other ways are there of depicting a dog, new and interesting ways that haven’t been done before? Now there’s a challenge, and one that takes a very different kind of creative imagination than the manual skill of drawing.</p> <p>Russian artist Oleg Kulik’s take on this in 1997 was to spend <a href="http://www.deitch.com/projects/sub.php?projId=79">two weeks in a New York gallery</a>, stripped naked, living in a dog house and being led around on a leash, barking and occasionally biting people.</p> <p>Okay, that seems a bit extreme, but it captures much more of what a dog is than a flat and still arrangement of graphite on a piece of paper.</p> <p><strong>Four (better) ways of looking at art</strong></p> <p>So, what are better questions to ask when confronted with a work of art that seems to make no sense? A few years ago, the Australian art academic Terry Smith suggested what he called “<a href="http://www.terryesmith.net/web/?p=18">Four Ways of Looking at Art</a>”. Smith’s four simple questions ask of art the “what”, “how”, “when” and “why”:</p> <blockquote> <ol> <li>What can I see just by looking at this art work?</li> <li>How was this art work actually made?</li> <li>When was it made, and what was happening in art and broader history at that time?</li> <li>Why did the artist create this work and what is its meaning to them, and to us now?</li> </ol> </blockquote> <p>Each of these questions will reveal something more of the context, which will provide much of the meaning of the art work.</p> <p>So, next time you’re confronted by a neat arrangement of bricks on the gallery floor, a messed-up bed in a gallery, a painting that looks like it was done by a four-year-old, start by asking these four questions. You’ll prise open a can full of even more questions, and the meaning might well begin to unfurl from the Emperor’s Robes.</p> <p><em>Image credits: Getty Images</em></p> <p><em>This article originally appeared in <a rel="noopener" href="https://theconversation.com/three-questions-not-to-ask-about-art-and-four-to-ask-instead-29830" target="_blank">The Conversation</a>.</em></p>

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Can milkshakes and sharks teach kids consent?

<p dir="ltr">Criticism over the government’s ‘bizarre’ new campaign designed to educate school kids on consent have come from sex educators and advertising bodies alike. In the campaign, actors discuss respectful relationships with the help of a milkshake, taco and a shark.</p> <p dir="ltr">The videos, made by The Good Society, Morrison government’s Respect Matters organisation, discuss topics involving consent and relationships across the different school groups. In the videos aimed at senior high-school students (Years 11-12), actors act out the process of gaining consent through a discussion of ‘trying milkshakes’ and other activities.</p> <p dir="ltr">The ‘Moving the Line’ campaign also features a man trying to convince a woman to swim in shark-infested waters, reassuring her that they’ll be fine with his spear gun. Another depicts a man eating tacos to discuss sexual assault, saying that people have desires and objects such as tacos do not.</p> <p dir="ltr">According to<span> </span><a rel="noopener" href="https://thegoodsociety.gov.au/about/what-is-the-good-society" target="_blank">The Good Society website</a>, all content has been developed to align with the Australian curriculum, but rape prevention advocates have criticised the resources, saying that they fail to meet national education standards.</p> <p dir="ltr">Fair Agenda and End Rape on Campus on Australia (EROCA) called for a complete review of the content featured on the website. In a statement, the two groups said the videos are often “confusing” for teens trying to navigate the behaviours the videos try to address.</p> <p dir="ltr">Caitlin Roper of Collective Shout, a national body campaigning against the objectification in media and advertising, agreed and<span> </span><a rel="noopener" href="https://honey.nine.com.au/latest/governments-sex-and-consent-education-video-slammed/1b924691-c64e-4b1d-b1a8-a313eabd8357" target="_blank">told 9Honey</a><span> </span>the videos are “confusing and awkward”.</p> <p dir="ltr">“They underestimate young people’s ability to comprehend sexual assault completely,” Roper said.</p> <p dir="ltr">“It’s important to have a national dialogue, but the content widely missed the mark.”</p> <p dir="ltr">The Good Society launched last week with 350 online materials about safe and respectful relationships for schools and families. As part of the government’s Respect Matters program, the program aims to support respectful relationships education in Australian schools and change attitudes of young people around domestic, sexual, and family violence.</p> <p dir="ltr">The push for better consent education came after Sydney activist Chanel Contos’ petition to teach consent earlier, which received 4,000 testimonies detailing school-aged sexual assault.</p> <p dir="ltr">These include allegations of violent rapes, coerced drinking, and sexual harassment, mostly perpetrated by young male students.</p> <p dir="ltr">Roper says the new videos, including the one depicting a woman rubbing a milkshake in a man’s face, avoid ‘real, honest, and meaningful conversations’ and neglect to acknowledge the ‘highly gendered’ nature of sexual assault.</p> <p dir="ltr">Depicting a woman as the perpetrator, “didn’t acknowledge the fact it is overwhelmingly women and girls enduring sexual assault and rape by men and boys,” Roper said.</p> <p dir="ltr">“Kids are open to having these tough conversations, but the concept of consent alone is quite limited.”</p> <p dir="ltr">“Better education around sex and consent is largely meaningless without looking at the wider culture and male sexual entitlement,” she said.</p> <p dir="ltr">A recent report by UN Women found that 97 percent of women experienced some form of sexual assault or harassment before they turn 24, and 97 percent of men who experienced sexual assault were assaulted by men.</p> <p dir="ltr">The videos also drew criticism for downplaying the experience of the victim and for offering more support to the perpetrator.</p> <p dir="ltr">In a narration over an infographic likening sharing milkshakes to consent, the narrator said, ‘In a respectful relationship, if someone moves the line, you might be upset but ultimately want to repair the situation.’</p> <p dir="ltr">In the video, the woman, named Veronica, smears a milkshake in the face of her visibly unhappy male counterpart, Bailey.</p> <p dir="ltr">‘It’s just a funny game, Bailey. I know you really like my milkshake,’ Veronica tells him.</p> <p><img class="post_image_group" src="https://lh4.googleusercontent.com/NbkEtQQ1DhxyN-_fHZdBJtzjHFE6jV1y3mcHCgnH6ieGUiwgwIbEbzrjkbEGBPEXnD8VyY0q_jo-ywiCptX8h6KEiUbx6ROzUet4N_IwlT-pPHPZdaHm8d2ZM1-2JM82N2CCtaU_" alt="" width="396" height="214" /><span></span></p> <p dir="ltr">‘Maintaining any relationship is hard work, but handling a disrespectful relationship can be upsetting, lonely, even dangerous. In fact, it can be one of the hardest things we do in our lives,” the narrator continues.</p> <p dir="ltr">Brandon Friedman, co-founder of sex education program Elephant Ed, told 9Honey, ‘Any engagement with young people around consent and respectful relationships needs that balance between humour and clear and concise messaging.’</p> <blockquote style="background: #FFF; border: 0; border-radius: 3px; box-shadow: 0 0 1px 0 rgba(0,0,0,0.5),0 1px 10px 0 rgba(0,0,0,0.15); margin: 1px; max-width: 540px; min-width: 326px; padding: 0; width: calc(100% - 2px);" class="instagram-media" data-instgrm-captioned="" data-instgrm-permalink="https://www.instagram.com/p/CMwCOXfDlZh/?utm_source=ig_embed&amp;utm_campaign=loading" data-instgrm-version="13"> <div style="padding: 16px;"> <div style="display: flex; flex-direction: row; align-items: center;"> <div style="background-color: #f4f4f4; border-radius: 50%; flex-grow: 0; height: 40px; margin-right: 14px; width: 40px;"></div> <div style="display: flex; flex-direction: column; flex-grow: 1; justify-content: center;"> <div style="background-color: #f4f4f4; border-radius: 4px; flex-grow: 0; height: 14px; margin-bottom: 6px; width: 100px;"></div> <div style="background-color: #f4f4f4; border-radius: 4px; flex-grow: 0; height: 14px; width: 60px;"></div> </div> </div> <div style="padding: 19% 0;"></div> <div style="display: block; height: 50px; margin: 0 auto 12px; width: 50px;"></div> <div style="padding-top: 8px;"> <div style="color: #3897f0; font-family: Arial,sans-serif; font-size: 14px; font-style: normal; font-weight: 550; line-height: 18px;">View this post on Instagram</div> </div> <p style="color: #c9c8cd; font-family: Arial,sans-serif; font-size: 14px; line-height: 17px; margin-bottom: 0; margin-top: 8px; overflow: hidden; padding: 8px 0 7px; text-align: center; text-overflow: ellipsis; white-space: nowrap;"><a style="color: #c9c8cd; font-family: Arial,sans-serif; font-size: 14px; font-style: normal; font-weight: normal; line-height: 17px; text-decoration: none;" rel="noopener" href="https://www.instagram.com/p/CMwCOXfDlZh/?utm_source=ig_embed&amp;utm_campaign=loading" target="_blank">A post shared by Elephant Ed 🐘 (@elephant.ed)</a></p> </div> </blockquote> <p dir="ltr">‘Historically there has been taboo and shame that surrounds these issues and often people will side step around them without tackling them. But young people are crying out for educators to tackle them head on.’</p> <p dir="ltr">Social media was filled with criticism of the campaign, as many slammed how the videos approached teaching consent.</p> <p dir="ltr">EROCA wrote, ‘Yes the videos are weird. They trivialise what is a very serious issue. But they’re just one small part of what’s wrong with this resource. We need the government to start listening to actual experts in violence prevention.’</p> <blockquote class="twitter-tweet"> <p dir="ltr">I spent three days digging through the government's website. I watched every video. I read all of the accompanying materials. <br /><br />I cannot work out what the milkshakes, tacos or sharks are supposed to represent. And I run an org called "End Rape on Campus Australia". <a href="https://t.co/sshajJPAkk">https://t.co/sshajJPAkk</a></p> — Sharna Bremner (@sharnatweets) <a href="https://twitter.com/sharnatweets/status/1383943321345613825?ref_src=twsrc%5Etfw">April 19, 2021</a></blockquote> <p dir="ltr">When the program launched last week, Federal Education and Youth Minister Alan Tudge said the program would be a ‘vital role’ in informing young Australians on consent and sex education.</p> <p dir="ltr">‘These materials will provide additional support to better educate young Australians on these issues and have been designed to complement programs already being offered by states and territories,’ he said.</p> <p dir="ltr">‘I will be discussing these matters further with my state and territory counterparts when we meet later this month.’</p> <p dir="ltr">Consent education on the Australian curriculum will be publicly reviewed on April 29.</p>

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What Australian birds can teach us about choosing a partner and making it last

<p>Love, sex and mate choice are topics that never go out of fashion among humans or, surprisingly, among some Australian birds. For these species, choosing the right partner is a driver of evolution and affects the survival and success of a bird and its offspring.</p> <p>There is no better place than Australia to observe and study strategies for bird mate choice. Modern parrots and songbirds are Gondwanan creations – they <a href="https://royalsocietypublishing.org/doi/abs/10.1098/rspb.2000.1368">first evolved in Australia</a> and only much later populated the rest of the world.</p> <p>Here, we’ll examine the sophisticated way some native birds choose a good mate, and make the relationship last.</p> <p><strong>Single mothers and seasonal flings</strong></p> <p>For years, research has concentrated on studying birds in which sexual selection may be as simple as males courting females. Males might display extra bright feathers or patterns, perform a special song or dance or, like <a href="https://www.pnas.org/content/109/51/20980">the bowerbird</a>, build a sophisticated display mound.</p> <p>In these species, females choose the best mate on the market. But the males do not stick around after mating to raise their brood.</p> <p>These reproductive strategies apply only to about tiny proportion of birds worldwide.</p> <p>Then there are “lovers for a season”, which account for another small percentage of songbirds. Males and females may raise a brood together for one season, then go their separate ways.</p> <p>These are not real partnerships at all – they’re simply markets for reproduction.</p> <p><strong>Birds that stick together</strong></p> <p>But what about the other birds – those that raise offspring in pairs, just as humans often do? Those that form partnerships for more than a season, and in some cases, a lifetime?</p> <p>More than 90% of birds worldwide fall into this “joint parenting” category – and in Australia, many of them stay together for a long time. Indeed, Australia is a hotspot for these <a href="https://royalsocietypublishing.org/doi/10.1098/rspb.2005.3458">cooperative</a> and long-term affairs.</p> <p>This staggering figure has no equal in the animal kingdom. Even among mammals, <a href="https://onlinelibrary.wiley.com/doi/abs/10.1046/j.1420-9101.1992.5040719.x">couples are rare</a>; only <a href="https://www.panmacmillan.com.au/9781760554200/">5% of all mammals</a>, including humans, pair up and raise kids together.</p> <p>So how do long-bonding Australian birds choose partners, and what’s their secret to relationship success?</p> <p><strong>Lifelong attachment</strong></p> <p>The concept of <a href="https://www.brookings.edu/blog/social-mobility-memos/2014/02/10/opposites-dont-attract-assortative-mating-and-social-mobility/">assortative mating</a> is often used to explain how humans form lasting relationships. As the theory goes, we choose mates with similar traits, lifestyle and background to our own.</p> <p>In native birds that form long-lasting bonds, including butcherbirds, drongos and cockatoos, differences between the sexes are small or non-existent – that is, they are “monomorphic”. Males and females may look alike in size and plumage, or may both sing, build nests and provide equally for offspring.</p> <p>So, how do they choose each other, if not by colour, song, dance or plumage difference? There’s some research to suggest their choices are based on personality.</p> <p>Many bird owners and aviculturists would attest that birds have individual personalities. They may, for example, be gentle, tolerant, submissive, aggressive, confident, curious, fearful or sociable.</p> <p>Research has not conclusively established which bird personalities are mutually attractive. But so far it seems similarities or familiarity, rather than opposites, attract.</p> <p>Cockatiel breeders now even <a href="https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1439-0310.2009.01713.x">use personality assessments</a> similar to those used for show dogs.</p> <p>There is practical and scientific proof to support this approach. In breeding contexts, seemingly incompatible birds may be forced together. In such cases, they are unlikely to reproduce and <a href="https://www.ncbi.nlm.nih.gov/pubmed/19922534">may not even</a> interact with each other. For example, <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3145185/">research</a> on Gouldian finches has shown that in mismatched pairs, stress hormone levels were elevated over several weeks, which delayed egg laying.</p> <p>Conversely, well-matched zebra finch pairs have <a href="https://www.ncbi.nlm.nih.gov/pubmed/19922534">been shown</a> to have greater reproductive success. Well designed experiments have also <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4569426/">shown</a> these birds to change human-assigned partners once free to do so, suggesting firm partner preferences.</p> <p><strong>More than just sex</strong></p> <p>Now to some extraordinary, little-known facets of behaviour in some native birds.</p> <p>Bird bonds are not always or initially about reproduction. Most cockatoos take five to seven years to mature sexually. <a href="https://www.publish.csiro.au/book/7677/">Magpies</a>, apostlebirds and white winged choughs can’t seriously think about reproducing until they are five or six years old.</p> <p>In the interim, they form friendships. Some become childhood sweethearts long before they get “married” and reproduce.</p> <p>Socially monogamous birds, such as most Australian cockatoos and parrots, pay meticulous attention to each other. They reaffirm bonds by preening, roosting and flying together in search of food and water.</p> <p>Even not-so-cuddly native songbirds such as magpies or corvids have <a href="https://www.panmacmillan.com.au/9781760554200/">long term partnerships</a> and fly, feed and roost closely together.</p> <p><strong>All in the mind</strong></p> <p>Bird species that pair up for life, and devote the most time to raising offspring, are generally also the <a href="https://www.publish.csiro.au/book/7130/">most intelligent</a> (when measured by brain mass relative to body weight).</p> <p>Such species tend to live for a <a href="https://www.publish.csiro.au/book/7130/">long time</a> as well – sometimes four times longer than birds of similar weight range in the northern hemisphere.</p> <p>So why is this? The brain chews up lots of energy and needs the best nutrients. It also needs time to reach full growth. Parental care for a long period, as many Australian birds provide, is the best way to maximise brain development. It requires a strong bond between the parents, and a commitment to raising offspring over the long haul.</p> <p>Interestingly, bird and human brains have some similar architecture, and the same range of important neurotransmitters and hormones. Some of these may allow long-term attachments.</p> <p>Powerful hormones that regulate stress and induce positive emotions are well developed in both humans and birds. These include oxytocin (which plays a part in social recognition and sexual behaviour) and serotonin (which helps regulate and modulate mood, sleep, anxiety, sexuality, and appetite).</p> <p>The dopamine system also <a href="https://www.ncbi.nlm.nih.gov/pubmed/27757971">strongly influences</a> the way pair bonds are formed and maintained in primates – including humans – and in birds.</p> <p>Birds even <a href="https://www.ncbi.nlm.nih.gov/pubmed/26211371">produce the hormone prolactin</a>, once associated only with mammals. This <a href="https://academic.oup.com/auk/article/107/4/718/5191791">plays a role</a> in keeping parents sitting on their clutch of eggs, including male birds that share in the brooding.</p> <p><strong>The power of love</strong></p> <p>Given the above, one is led to the surprising conclusion that cooperation, and long-term bonds in couples, is as good for birds as it is for humans. The strategy has arguably led both species to becoming the most successful and widely distributed on Earth.</p> <p>With so many of Australia’s native birds declining in numbers, learning as much as possible about their behaviour, including how they form lasting relationships, is an urgent task.</p> <p><em>Much of the information referred to in this article is drawn from Gisela Kaplan’s books <a href="https://www.panmacmillan.com.au/9781760554200/">Bird Bonds</a>. See also <a href="https://www.publish.csiro.au/book/7130/">Bird Minds</a> and <a href="https://www.publish.csiro.au/book/7762/">Tawny Frogmouth</a></em><!-- Below is The Conversation's page counter tag. Please DO NOT REMOVE. --><img style="border: none !important; box-shadow: none !important; margin: 0 !important; max-height: 1px !important; max-width: 1px !important; min-height: 1px !important; min-width: 1px !important; opacity: 0 !important; outline: none !important; padding: 0 !important; text-shadow: none !important;" src="https://counter.theconversation.com/content/125734/count.gif?distributor=republish-lightbox-basic" alt="The Conversation" width="1" height="1" /><!-- End of code. If you don't see any code above, please get new code from the Advanced tab after you click the republish button. The page counter does not collect any personal data. More info: https://theconversation.com/republishing-guidelines --></p> <p><em><a href="https://theconversation.com/profiles/gisela-kaplan-2401">Gisela Kaplan</a>, Emeritus Professor in Animal Behaviour, <a href="https://theconversation.com/institutions/university-of-new-england-919">University of New England</a></em></p> <p><em>This article is republished from <a href="https://theconversation.com">The Conversation</a> under a Creative Commons license. Read the <a href="https://theconversation.com/what-australian-birds-can-teach-us-about-choosing-a-partner-and-making-it-last-125734">original article</a>.</em></p>

Relationships

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“I spoke about Dreamtime and I ticked a box”: Teachers admit they lack confidence to teach Indigenous perspectives

<p>“I spoke about Dreamtime and I ticked a box”: Teachers admit they lack confidence to teach Indigenous perspectives</p> <p>The Australian government has <a href="https://theconversation.com/how-captain-cook-became-a-contested-national-symbol-96344">allocated tens of millions of dollars</a> to commemorate the anniversary of Cook’s voyage to the South Pacific and Australia in 1770. Though several events have now been suspended due to the coronavirus pandemic, others will take place online.</p> <p>This could also be an opportunity for teachers to disrupt the same white-washed versions of colonisation (brave, heroic and necessary) taught in Australian schools for centuries.</p> <p>There is a plethora of <a href="https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/">education policy</a> mandating teachers incorporate Indigenous perspectives across year levels and subject areas. But in practice, this is much harder to do without Indigenous perspectives becoming trivialised or tokenistic.</p> <p><strong>Policy isn’t enough</strong></p> <p>Many teachers <a href="https://www.researchgate.net/publication/286450721_Aboriginal_education_More_than_adding_different_perspectives">don’t feel confident or capable</a> to include Indigenous perspectives in their classrooms.</p> <p>In <a href="https://www.tandfonline.com/eprint/TVIJZWVUZUIBFH32JMIM/full?target=10.1080/14681366.2019.1704844">our recent study</a> in a cluster of primary and secondary schools, teachers were paired with Aboriginal community members to plan and deliver lessons. Initially, teachers reported feeling ill-equipped to genuinely include an Aboriginal perspective.</p> <p>One teacher said:</p> <p><em>I’ve always felt that I wasn’t very good at embedding Aboriginal perspectives in my lessons. It was always, for me, seen as a tick-box, and I spoke about Dreamtime, I ticked a box, and that’s it[…] you didn’t want to step on any toes, and you didn’t want to offend anyone, so you just touched – you just skimmed the surface.</em></p> <p>Teachers involved in the project had the best of intentions and a fierce willingness to learn. Some had been teaching for more than 20 years and openly admitted their ignorance towards Indigenous dispossession and the way schooling was used as a vehicle of colonisation.</p> <p>Another teacher expressed the problem of not having adequate skills to teach Indigenous perspectives:</p> <p><em>I’m blatantly aware how Anglo the room looks. But I guess I don’t want to do something that is tokenistic […] I don’t agree with tokenistic things. I think you’ve got to do it and do it well and I think to just have an Aboriginal flag in the corner, oh and now we’re going to do dot painting and, oh, right, now we’re going to do – you know? It’s kind of a bit insulting, really.</em></p> <p>Without Indigenous perspectives in the classroom, or with only tokenistic inclusion, students’ views on Aboriginal peoples, colonialism and “Australian history” are more susceptible to negative media and social attitudes.</p> <p>This leaves many non-Indigenous students ill-equipped to think critically about the world they live in.</p> <p>As one teacher said:</p> <p><em>If at school we teach it as tokenistic and then the media teaches it as, you know, stereotypical, then how are we going to produce the next generation of people that will work towards reconciliation and recognise the things of the past but move forward without these stereotypes, you know?</em></p> <p><strong>I’m just following the syllabus</strong></p> <p>Some teachers feel protective of the formal curriculum. In this instance, Indigenous perspectives become a tick-the-box policy, something to add into the lesson, but not so much that it interferes with the “real” learning outcomes.</p> <p>But what are these “real outcomes”?</p> <p>In the NSW curriculum, the stage two (years three and four) unit “First Contacts”, provides the earliest comprehensive glimpse of world exploration and the colonisation of Australia. The <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-k-10/content/803/!ut/p/z1/tVPLbsIwEPyWHnK0vHZCkh5ToLzLqwHiC3KCAVNwQrCg9Ovr9HWDtEL1wZK1szOz9hgzPMNM8aNccS1TxbfmHDF37rSaADbQbqMzrMKwMR55fr3V7U4cPP0A0IC4pOmQTr_hEw">key questions for inquiry include</a>:</p> <ul> <li>why did the great journeys of exploration occur?</li> <li>what was life like for Aboriginal and/or Torres Strait Islander peoples before the arrival of the Europeans?</li> <li>why did Europeans settle in Australia?</li> <li>what was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander peoples and early traders, explorers and settlers?</li> </ul> <p>Note the use of presumptive (“great”) and passive (“settle”, “explorers”) language in these questions. The last dot point also raises concerns about how teachers will challenge entrenched whitewashed versions of history.</p> <p><a href="https://journals.sagepub.com/doi/abs/10.1177/1440783318794295">Research</a> with Aboriginal and Torres Strait Islander high school students highlights the frustration Indigenous students feel, particularly during history lessons.</p> <p>As one student said:</p> <p><em>You always have to learn from a white perspective, especially in history. Why don’t they learn from us for once?</em></p> <p>Another student described the tension in the classroom as their teacher downloaded information from the internet:</p> <p><em>Usually half of the class would get into a very heated racial discussion, which we had to sit through. Because the teacher had no idea what he was going on about. Some of the stuff he had on the board, because he just copies it from the Internet, so some of the stuff he has got on the board is racist, and he is teaching us. So it’s like very […] uncomfortable.</em></p> <p><strong>What will it take?</strong></p> <p>Teachers must critically reflect on their own identity and how it potentially influences their personal bias and worldview. They must also be willing to confront the ongoing effects of colonialism in and outside the classroom and listen to Indigenous people.</p> <p>Teachers must aspire to adequately and systemically overturn the harm schooling continues to inflict on many Indigenous people. A critical dialogue of Cook’s arrival that familiarises students with topics like racial hierarchies and white supremacy is long overdue.</p> <p><em>Written by Michelle Bishop. Republished with permission of <a href="https://theconversation.com/i-spoke-about-dreamtime-i-ticked-a-box-teachers-say-they-lack-confidence-to-teach-indigenous-perspectives-129064">The Conversation.</a> </em></p>

Caring

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3 things historical literature can teach us about the climate crisis

<p>New novels about climate change – climate fiction, or cli-fi – are being published all the time. The nature of the climate crisis is a difficult thing to get across, and so <a href="https://theconversation.com/imagining-both-utopian-and-dystopian-climate-futures-is-crucial-which-is-why-cli-fi-is-so-important-123029">imagining the future</a> – a drowned New York City, say; or a world in which water is a precious commodity – can help us understand what’s at stake.</p> <p>This is unsurprising in these times of crisis: fiction allows us to imagine possible futures, good and bad. When faced with such an urgent problem, it might seem like a waste of time to read earlier texts. But don’t be so sure. The climate emergency may be unprecedented, but there are a few key ways in which past literature offers a valuable perspective on the present crisis.</p> <p><strong>1. Climate histories</strong></p> <p>Historical texts reflect the changing climatic conditions that produced them. When Byron and the Shelleys stayed on the shores of Lake Geneva in 1816, the literature that they wrote responded to the <a href="https://theconversation.com/why-a-volcano-frankenstein-and-the-summer-of-1816-are-relevant-to-the-anthropocene-64984">wild weather</a> of the “year without a summer”.</p> <p>This was caused largely by the massive eruption of the Indonesian volcano Mount Tambora the previous year, which lowered global temperatures and led to harvest failures and famine. Literary works such as as Byron’s <em><a href="https://www.poetryfoundation.org/poems/43825/darkness-56d222aeeee1b">Darkness</a></em>, Percy Shelley’s <a href="https://www.poetryfoundation.org/poems/45130/mont-blanc-lines-written-in-the-vale-of-chamouni"><em>Mont Blanc</em></a>, and Mary Shelley’s <a href="https://theconversation.com/eight-things-you-need-to-know-about-mary-shelleys-frankenstein-93030"><em>Frankenstein</em></a> reveal anxieties about human vulnerability to environmental change even as they address our power to manipulate our environments.</p> <p>Many older texts also bear indirect traces of historical climate change. In <a href="http://www.bbc.com/culture/story/20170419-why-paradise-lost-is-one-of-the-worlds-most-important-poems"><em>Paradise Lost</em></a> (1667), Milton complains that a “cold climate” may “damp my intended wing” and prevent him from completing his masterpiece. This may well reflect the fact that he lived through the coldest period of the “Little Ice Age”.</p> <p>Even literature’s oldest epic poem, <em><a href="https://www.britannica.com/topic/Epic-of-Gilgamesh">The Epic of Gilgamesh</a></em> (c. 1800 BC), contains traces of climate change. It tells of a huge flood which, like the later story of Noah in the Old Testament, is probably a cultural memory of sea level rise following the melting of glaciers at the end of the last Ice Age.</p> <p>These historical climatic shifts were not man made, but they still provide important analogues for our own age. Indeed, many cultures have seen human activity and climate as intertwined, often through a religious framework. One of the ironies of modernity is that the development of the global climate as an object of study, apparently separate from human life, coincides with the development of the carbon capitalism that has linked them more closely than ever.</p> <p><strong>2. How we view nature</strong></p> <p>Reading historical literature also allows us to trace the development of modern constructions of the natural world. For example, the Romantic ideal of “sublime” nature, which celebrated vast, dramatic landscapes like mountains and chasms, has influenced the kinds of places that we value and protect today in the form of national parks.</p> <p>When we understand that such landscapes are not purely natural, but are produced by cultural discourses and practices over time – we protect these landscapes above others for a reason – we can start to debate whether they can be <a href="https://www.theguardian.com/commentisfree/2018/feb/28/britain-national-parks-reclaim-rewild">better managed</a> for the benefit of humans and non-humans alike.</p> <p>Or consider how in the 18th and early 19th centuries, the work of nature writers such as <a href="https://books.google.co.uk/books/about/A_Memoir_of_Thomas_Bewick_written_by_him.html?id=CLtcAAAAcAAJ&amp;redir_esc=y">Thomas Bewick</a>, <a href="https://www.poetryfoundation.org/poets/charlotte-smith">Charlotte Smith</a> and <a href="https://www.theguardian.com/science/grrlscientist/2013/nov/05/natural-history-selborne-gilbert-white-anne-secord-book-review">Gilbert White</a> played a powerful role in promoting <a href="https://www.tandfonline.com/doi/abs/10.1080/08905490903445478?scroll=top&amp;needAccess=true&amp;journalCode=gncc20">natural theology</a>: the theory that evidence for God’s existence can be found in the complex structures of the natural world. Past literature has also been crucial in disseminating new scientific ideas such as <a href="https://www.jstor.org/stable/25733437">evolutionary theory</a>, which understood natural phenomena as entirely secular. Literature does not just reflect changing views of the natural world; it shapes them.</p> <p>Studying historical texts helps us to understand how modern cultural attitudes towards the environment developed, which in turn allows us to perceive that these attitudes are not as “natural” or inevitable as they may seem. This insight allows for the possibility that today, in a time in which our attitude towards the environment could certainly improve, they can change for the better.</p> <p><strong>3. Ways of thinking</strong></p> <p>Some of the attitudes towards the natural world that we discover in historical literature are contentious, even horrifying: for example, the normalisation of animal cruelty portrayed in books such as <a href="https://www.mimimatthews.com/2016/04/22/animal-welfare-in-the-19th-century-an-earth-day-overview/">Black Beauty</a>.</p> <p>But we can find more promising models too. Voltaire’s <a href="https://fr.wikisource.org/wiki/Po%C3%A8me_sur_le_d%C3%A9sastre_de_Lisbonne/%C3%89dition_Garnier">poem</a> on the 1755 Lisbon earthquake, for example, has been used to think about the ethics of blame and optimism in responses to modern disasters, like the 1995 <a href="https://www.independent.co.uk/voices/lessons-from-earthquakes-there-isnt-always-someone-to-blame-when-the-earth-goes-from-under-our-feet-1569149.html">Kobe earthquake</a> and the 2009 <a href="http://blog.practicalethics.ox.ac.uk/2009/04/an-earthquake-in-the-theodicy-doctrine/">L’Aquila earthquake</a>.</p> <p>Reading past literature can also help us to appreciate the natural world for its own sake. Samuel Johnson commented of the natural descriptions in James Thomson’s poems <a href="https://www.poetryfoundation.org/poems/52409/the-seasons-spring">The Seasons</a> (1730) that the reader “wonders that he never saw before what Thomson shows him and that he never yet has felt what Thomson impresses”. Amid the frenzied distractions of modern life, the work of authors like Thomson, Dorothy Wordsworth and John Clare can help us to slow down, notice and love nature.</p> <p>Historical literature can remind us of our own vulnerability to elemental forces. The famous depiction of a storm in King Lear, for example, mocks Lear’s attempt:</p> <blockquote> <p>In his little world of man to out-scorn<br />The two-and-fro-conflicting wind and rain.</p> </blockquote> <p>Shakespeare might appear to aestheticise dangerous weather, but the play reminds us that the storm is far bigger and messier than any human attempt to represent and interpret it.</p> <p>At the same time, literature can remind us of the need to take responsibility for our own impacts upon the environment. We may not want to follow pre-modern and early modern literature in viewing climate change as divine punishment for bad behaviour. But when Milton suggests that it was the fall of man that brought in “pinching cold and scorching heat” to replace the eternal spring of Eden, his narrative has clear figurative resonance with our present crisis.</p> <p>Historical literature can show us how writers responded to climate change, trace how they influenced modern ideas about nature, and reveal valuable ways of relating to and thinking about nature. The climate crisis cannot be addressed only through technological solutions. It also requires profound cultural shifts. To make those shifts requires an understanding of past ideas and representations: both those that led to our current predicament and those that might help us address it.<!-- Below is The Conversation's page counter tag. Please DO NOT REMOVE. --><img style="border: none !important; box-shadow: none !important; margin: 0 !important; max-height: 1px !important; max-width: 1px !important; min-height: 1px !important; min-width: 1px !important; opacity: 0 !important; outline: none !important; padding: 0 !important; text-shadow: none !important;" src="https://counter.theconversation.com/content/127762/count.gif?distributor=republish-lightbox-basic" alt="The Conversation" width="1" height="1" /><!-- End of code. If you don't see any code above, please get new code from the Advanced tab after you click the republish button. The page counter does not collect any personal data. More info: http://theconversation.com/republishing-guidelines --></p> <p><em><a href="https://theconversation.com/profiles/david-higgins-287911">David Higgins</a>, Associate Professor in English Literature, <a href="https://theconversation.com/institutions/university-of-leeds-1122">University of Leeds</a> and <a href="https://theconversation.com/profiles/tess-somervell-896321">Tess Somervell</a>, British Academy Postdoctoral Fellow in English, <a href="https://theconversation.com/institutions/university-of-leeds-1122">University of Leeds</a></em></p> <p><em>This article is republished from <a href="http://theconversation.com">The Conversation</a> under a Creative Commons license. Read the <a href="https://theconversation.com/three-things-historical-literature-can-teach-us-about-the-climate-crisis-127762">original article</a>.</em></p>

Books

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What Plato can teach you about finding a soulmate

<p>In the beginning, humans were androgynous. So says Aristophanes in his fantastical account of the origins of love in Plato’s <a href="https://books.google.com/books?id=VV2wFhaVDBsC&amp;printsec=frontcover#v=onepage&amp;q&amp;f=false">Symposium.</a></p> <p>Not only did early humans have both sets of sexual organs, Aristophanes reports, but they were outfitted with two faces, four hands, and four legs. These monstrosities were very fast – moving by way of cartwheels – and they were also quite powerful. So powerful, in fact, that the gods were nervous for their dominion.</p> <p>Wanting to weaken the humans, Zeus, Greek king of Gods, decided to cut each in two, and commanded his son Apollo “to turn its face…towards the wound so that each person would see that he’d been cut and keep better order.” If, however, the humans continued to pose a threat, Zeus <a href="https://books.google.com/books?id=VV2wFhaVDBsC&amp;printsec=frontcover#v=onepage&amp;q=hopping&amp;f=false">promised</a> to cut them again – “and they’ll have to make their way on one leg, hopping!”</p> <p>The severed humans were a miserable lot, Aristophanes <a href="https://books.google.com/books?id=VV2wFhaVDBsC&amp;printsec=frontcover#v=snippet&amp;q=longed&amp;f=false">says</a>.</p> <blockquote> <p>“[Each] one longed for its other half, and so they would throw their arms about each other, weaving themselves together, wanting to grow together.”</p> </blockquote> <p>Finally, Zeus, moved by pity, decided to turn their sexual organs to the front, so they might achieve some satisfaction in embracing.</p> <p>Apparently, he initially neglected to do so, and, Aristophanes <a href="https://books.google.com/books?id=VV2wFhaVDBsC&amp;printsec=frontcover#v=snippet&amp;q=cicadas&amp;f=false">explains</a>, the severed humans had “cast seed and made children, not in one another, but in the ground, like cicadas.” (a family of insects)</p> <p>So goes Aristophanes’ contribution to the Symposium, where Plato’s characters take turns composing speeches about love – interspersed with heavy drinking.</p> <p>It is no mistake that Plato gives Aristophanes the most outlandish of speeches. He was the famous comic playwright of Athens, responsible for bawdy fare like <a href="http://www.poetryintranslation.com/PITBR/Greek/Lysistrata.htm">Lysistrata</a>, where the women of Greece “go on strike” and refuse sex to their husbands until they stop warring.</p> <p>What does Aristophanes’ speech have to do with love?</p> <p><strong>Is love a cure for our “wound?”</strong></p> <p>Aristophanes says his speech explains “the source of our desire to love each other.” He <a href="https://books.google.com/books?id=VV2wFhaVDBsC&amp;printsec=frontcover#v=snippet&amp;q=tries%20to%20make%20one%20out%20of%20two%20and%20heal%20the%20wound%20of%20human%20nature&amp;f=false">says</a>,</p> <blockquote> <p>“Love is born into every human being; it calls back the halves of our original nature together; it tries to make one out of two and heal the wound of human nature. Each of us, then, is a ‘matching half’ of a human whole…and each of us is always seeking the half that matches him.”</p> </blockquote> <p>This diagnosis should sound familiar to our ears. It’s the notion of love engrained deep in the American consciousness, inspiring Hallmark writers and Hollywood producers alike – imparted with each Romantic Comedy on offer.</p> <p>Love is the discovery of one’s soulmate, we like to say; it is to find your other half – the person who completes me, as <a href="http://www.newyorker.com/culture/culture-desk/the-towering-narcissism-of-jerry-maguire">Jerry Maguire</a>, Tom Cruise’s smitten sports agent, so famously put it.</p> <p>As a philosopher, I am always amazed how Plato’s account here, uttered by Aristophanes, uncannily evokes our very modern view of love. It is a profoundly moving, beautiful, and wistful account.</p> <p>As Aristophanes depicts it, we may see love as the cure for our wound, or the “wound of human nature.” So, what is this wound? On one hand, of course, Aristophanes means something quite literal: the wound perpetrated by Zeus. But for philosophers, talk of a “wound of human nature” suggests so much more.</p> <p><strong>Why do we seek love?</strong></p> <p>Humans are inherently wounded, the Greek philosophers agreed. At the very least, they concluded, we are prone to fatal habits, seemingly engrained in our nature.</p> <p>Humans insist on looking for satisfaction in things that cannot provide real or lasting fulfillment. These false lures include material goods, also power, and fame, Aristotle <a href="http://classics.mit.edu/Aristotle/nicomachaen.1.i.html">explained</a>. A life devoted to any of these goals becomes quite miserable and empty.</p> <p>Christian philosophers, led by Augustine, accepted this diagnosis, and <a href="https://www.gutenberg.org/files/3296/3296-h/3296-h.htm">added</a> a theological twist. Pursuit of material goods is evidence of the Fall, and symptomatic of our sinful nature. Thus, we are like aliens here in this world – or as the Medievals would put it, pilgrims, on the way to a supernatural destination.</p> <p>Humans seek to satisfy desire in worldly things, Augustine <a href="https://www.gutenberg.org/files/3296/3296-h/3296-h.htm">says</a>, but are doomed, because we bear a kernel of the infinite within us. Thus, finite things cannot fulfill. We are made in the image of God, and our infinite desire can only be satisfied by the infinite nature of God.</p> <p>In the 17th century, French philosopher Blaise Pascal <a href="https://www.gutenberg.org/files/18269/18269-h/18269-h.htm">offered</a> an account of the wound of our nature more in tune with secular sensibilities. He claimed that the source of our sins and vices lay in our inability to sit still, be alone with ourselves, and ponder the unknowable.</p> <p>We seek out troublesome diversions like war, inebriation or gambling to preoccupy the mind and block out distressing thoughts that seep in: perhaps we are alone in the universe – perhaps we are adrift on this tiny rock, in an infinite expanse of space and time, with no friendly forces looking down on us.</p> <p>The wound of our nature is the existential condition, Pascal suggests: thanks to the utter uncertainty of our situation, which no science can answer or resolve, we perpetually teeter on the brink of anxiety – or despair.</p> <p><strong>Is love an answer to life’s problems?</strong></p> <p>Returning to Plato’s proposition, issued through Aristophanes: how many view romantic love as the answer to life’s problems? How many expect or hope that love will heal the “wound” of our nature and give meaning to life?</p> <p>I suspect many do: our culture practically decrees it.</p> <p>Your soulmate, Hollywood says, may take a surprising, unexpected form – she may seem your opposite, but you are inexplicably attracted nonetheless. Alternately, your beloved may appear to be initially boorish or aloof. But you find him to be secretly sweet.</p> <p>Hollywood films typically ends once the romantic heroes find their soulmates, offering no glimpse of life post-wedding bliss, when kids and work close in – the real test of love.</p> <p>Aristophanes places demands and expectations on love that are quite extreme.</p> <blockquote> <p>“[When] a person meets the half that is his very own,” he exclaims, “something wonderful happens: the two are struck from their senses by love, by a sense of belonging to one another, and by desire, and they don’t want to be separated from one another, not even for a moment. These are people who finish out their lives together and still cannot say what it is they want from one another.”</p> </blockquote> <p>This sounds miraculous and alluring, but Plato doesn’t believe it. Which is why he couches it in Aristophanes’ satirical story. In short: it’s all quite mythical.</p> <p><strong>Does true love exist?</strong></p> <p>The notion of “soulmate,” implies that there is but one person in the universe who is your match, one person in creation who completes you – whom you will recognize in a flash of lightening.</p> <p>What if in your search for true love, you cast about waiting or expecting to be star-struck – in vain? What if there isn’t a perfect partner that you’re waiting for?</p> <p>Is this one reason why, as the Pew Research Center <a href="http://www.pewsocialtrends.org/2014/09/24/record-share-of-americans-have-never-married/">reports</a>, we see a record number of unmarried Americans?</p> <p>Alternately, what if you dive into a relationship, marriage even, expecting the luster and satiation to endure, but it does not, and gives way to…ordinary life, where the ordinary questions and doubts and dissatisfactions of life reemerge and linger?</p> <p>In his book <a href="http://thepenguinpress.com/book/modern-romance/">Modern Romance</a>, actor and comedian <a href="http://azizansari.com/">Aziz Ansari</a> tells of a wedding he attended that could have been staged by Aristophanes himself:</p> <blockquote> <p>“The vows…were powerful. They were saying the most remarkable things about each other. Things like ‘You are a prism that takes the light of life and turns it into a rainbow’…”</p> </blockquote> <p>The vows, Ansari explains, were so exultant, so lofty and transcendent, that “four different couples broke up, supposedly because they didn’t feel they had the love that was expressed in those vows.”</p> <p><strong>Enduring love is more mundane</strong></p> <p>Love is not the solution to life’s problems, as anyone who has been in love can attest. Romance is often the start of many headaches and heartaches. And why put such a burden on another person in the first place?</p> <p>It seems unfair. Why look to your partner to heal an existential wound – to heal your soul? This is an immense responsibility no mere mortal can address.</p> <p>I accept the backhanded critique Plato offers here through Aristophanes. Though I am hardly an expert on the matter, I have found his message quite accurate in this respect: true love is far more mundane.</p> <p>I should specify: true love is mundane in its origins, if not in its conclusion. That is to say, true love is not discovered all of a sudden, at first sight, but rather, it’s the product of immense work, constant attention, and sacrifice.</p> <p>Love is not the solution to life’s problems, but it certainly makes them more bearable, and the entire process more enjoyable. If soulmates exist, they are made and fashioned, after a lifetime partnership, a lifetime shared dealing with common duties, enduring pain, and of course, knowing joy.<!-- Below is The Conversation's page counter tag. Please DO NOT REMOVE. --><img style="border: none !important; box-shadow: none !important; margin: 0 !important; max-height: 1px !important; max-width: 1px !important; min-height: 1px !important; min-width: 1px !important; opacity: 0 !important; outline: none !important; padding: 0 !important; text-shadow: none !important;" src="https://counter.theconversation.com/content/72715/count.gif?distributor=republish-lightbox-basic" alt="The Conversation" width="1" height="1" /><!-- End of code. If you don't see any code above, please get new code from the Advanced tab after you click the republish button. The page counter does not collect any personal data. More info: http://theconversation.com/republishing-guidelines --></p> <p><em><a href="https://theconversation.com/profiles/firmin-debrabander-217516">Firmin DeBrabander</a>, Professor of Philosophy, <a href="http://theconversation.com/institutions/maryland-institute-college-of-art-2430">Maryland Institute College of Art</a></em></p> <p><em>This article is republished from <a href="http://theconversation.com">The Conversation</a> under a Creative Commons license. Read the <a href="https://theconversation.com/what-plato-can-teach-you-about-finding-a-soulmate-72715">original article</a>.</em></p>

Relationships

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New research shows playing with old phones teaches children good habits

<p>Screens are everywhere, including in the palms of our hands. Children see how much time we adults spend on our smartphones, and therefore how much we seem to value these devices – and they want to be a part of it.</p> <p>Children see us constantly looking up information we need to know, and being continuously connected. It’s only natural that they should want to copy this behaviour in their <a href="https://theconversation.com/imitation-and-imagination-childs-play-is-central-to-human-success-7555">play</a>, and “practise being an adult”.</p> <p>Most people have an opinion about children and technology, and the media regularly present stories of their potential for learning, or horror stories of the damage they can cause. My <a href="https://onlinelibrary.wiley.com/doi/10.1111/bjet.12791">research</a> takes a slightly different tack.</p> <p>Rather than studying children’s screen use per se, I looked at how they play with old and discarded devices, such as a hand-me-down phone handset or an old and defunct laptop that has otherwise outlived its usefulness.</p> <p>Many early childhood education centres contain play spaces set up to mimic situations in everyday adult life. Examples include “home corner” containing kitchen equipment, of other situations such as offices, hairdressing salons, doctors’ surgeries, and restaurants. These spaces might also let children play at using mobile phones, computers, iPads, EFTPOS machines, or other electronic devices.</p> <p>I observed classes of 4 and 5-year-olds at two early education centres as they played imaginatively using technologies, to find out how they use devices in their play.</p> <p><strong>Facebook aficionados</strong></p> <p>Some of the children’s behaviours were fascinating and eye-opening.</p> <p>Four-year-old Maddie, for example, “videoed” her educator dancing, and then said she was going to post it to Facebook. She knew the process involved, even though she had only ever watched her mother post, and had never done it herself.</p> <p>Four-year-old Jack made a “video camera” from cardboard boxes and pretended to film other children. It even had a screen where you could watch the footage he had shot.</p> <p>Another educator told me her two-year-old child knows the difference between her work phone and her personal phone, and uses a different voice while pretending to talk on each.</p> <p>In my research, children put phones in pockets or handbags before they went off and played, one child stated “I can’t go out without my phone!”</p> <p><strong>Practise and pretend</strong></p> <p>During <a href="https://theconversation.com/making-up-games-is-more-important-than-you-think-why-bluey-is-a-font-of-parenting-wisdom-118583">pretend play</a>, children are often acting at a higher level to practise new skills.</p> <p>The children in my study had seen grown-ups doing “grown-up” things with their devices, and wanted to <a href="https://www.tandfonline.com/doi/abs/10.1080/09575146.2016.1167675">recreate them in their play situations</a>.</p> <p>Early childhood educators can use this kind of play to help children understand complex concepts and situations. For example, I have observed preschool children acting out tsunamis in the sandpit, discussing X-rays and broken bones, and showing a child how to care for a doll to practise interacting with a new sibling.</p> <p>Technologies are no different. Parents and educators can use pretend play with technologies to teach children useful life lessons, such as how to behave appropriately with mobile phones, and when it is appropriate to use them.</p> <p>In the Facebook example above, the educator could have had a conversation with Maddie about asking permission before taking a video of someone else and posting it to Facebook. They could ask questions like “how would you feel if someone took a video of you dancing and then posted it to Facebook?”</p> <p>When the children were playing restaurants, one child declared: “no screens at the table!” The children then negotiated that it was okay when the call was very important, or if they needed to look something up to help with whatever the group was discussing. In this way, the children displayed their understanding of the importance of social interactions.</p> <p>Not only can educators teach children through play, they can also model appropriate behaviour with technologies. By asking children if it is alright to take a photo or video of them, showing the child their image before it is shared with others, and being present and not looking at a screen when a child is speaking, we can show children we respect them and behave ethically towards them.</p> <p>So before you throw away your broken laptop or your old mobile, consider donating it to your local early childhood centre or, if you have children in your own home, give it to them to use as a toy. You might be surprised at what they will teach you.<!-- Below is The Conversation's page counter tag. Please DO NOT REMOVE. --><img style="border: none !important; box-shadow: none !important; margin: 0 !important; max-height: 1px !important; max-width: 1px !important; min-height: 1px !important; min-width: 1px !important; opacity: 0 !important; outline: none !important; padding: 0 !important; text-shadow: none !important;" src="https://counter.theconversation.com/content/127727/count.gif?distributor=republish-lightbox-basic" alt="The Conversation" width="1" height="1" /><!-- End of code. If you don't see any code above, please get new code from the Advanced tab after you click the republish button. The page counter does not collect any personal data. More info: http://theconversation.com/republishing-guidelines --></p> <p><span><a href="https://theconversation.com/profiles/jo-bird-817807"><em>Jo Bird</em></a><em>, Lecturer, <a href="http://theconversation.com/institutions/university-of-new-england-919">University of New England</a></em></span></p> <p><em>This article is republished from <a href="http://theconversation.com">The Conversation</a> under a Creative Commons license. Read the <a href="https://theconversation.com/playing-with-old-phones-teaches-children-good-habits-and-reflects-our-bad-ones-back-at-us-127727">original article</a>.</em></p>

Technology

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How to teach your cat new tricks

<p><span style="font-weight: 400;">Cats are well-known for being aloof and stubborn, but as it turns out, cats just want to interact with their humans as best as they can.</span></p> <p><span style="font-weight: 400;">This is according to cat behaviourist Regina Hall-Jones, who spoke to </span><a href="https://www.abc.net.au/life/how-to-train-your-cat-teach-tricks/11252426"><span style="font-weight: 400;">the ABC</span></a><span style="font-weight: 400;"> about the benefits that come with training your cat.</span></p> <p><span style="font-weight: 400;">Not only can it be mentally enriching and fun for the both of you, it can also be used to address behaviour issues within your pet.</span></p> <p><span style="font-weight: 400;">Although it might be tricky as dogs definitely have a head start on cats when it comes to training, it doesn’t mean that training your cat can’t be done.</span></p> <p><span style="font-weight: 400;">"Cats were only domesticated 2,000 years ago, and even then, humans didn't actively select for certain traits [through breeding] until the 18th century," Bronwyn Orr, veterinarian from Sydney School of Veterinary Science says.</span></p> <p><span style="font-weight: 400;">"In comparison, dogs have had a significant head start. Having first been domesticated 15,000 years ago, they have co-evolved alongside humans for quite some time."</span></p> <p><span style="font-weight: 400;"> The benefits for training your cat can greatly outweigh the cons, says Hall-Jones.</span></p> <p><span style="font-weight: 400;">"Enrichment and mental and physical stimulation is so important," Ms Hall-Jones says.</span></p> <p><span style="font-weight: 400;">"Cats who are generally happy and secure, have routine and familiarity … are less likely to have destructive behaviours."</span></p> <p><span style="font-weight: 400;">Cats who have been trained are also less likely to be surrendered.</span></p> <p><span style="font-weight: 400;">"Depending on the people, they surrender them or get them euthanased because they can't handle [certain behavioural] issues. I don't think people realise there are people out there who can help with these issues."</span></p> <p><span style="font-weight: 400;">Training your cat is easier than you think, says Dr Orr. As long as you’re “establishing trust, motivation and rewards”.</span></p> <p><span style="font-weight: 400;">“Patience and repetition are key,'' she says.</span></p> <p><span style="font-weight: 400;">Both experts agree to use positive methods and never resort to punishment.</span></p> <p><span style="font-weight: 400;">"Punishment training methods — for example, yelling at incorrect behaviour — have been shown to be less effective than reward-based methods, and can greatly damage the trust and bond you have with your pet," Dr Orr says.</span></p> <p><span style="font-weight: 400;">Depending on how old your cat is and what breed they are helps the cat learn quickly.</span></p> <p><span style="font-weight: 400;">It’s a lot easier to train a kitten or a younger cat, but according to Hall-Jones, these breeds learn the fastest.</span></p> <p><span style="font-weight: 400;">"Bengals, domestic shorthairs and Siamese cats tend to learn the quickest."</span></p> <p><span style="font-weight: 400;">Food as a reward is usually all you need to begin training.</span></p> <p><span style="font-weight: 400;">"Always keep training fun. Use short sessions, only try to teach one behaviour at a time, consistently reward good behaviour and try to be as consistent as possible," Dr Orr says.</span></p>

Family & Pets

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Why most Australian teachers feel unprepared to teach students with special needs

<p>Fewer than half (38%) of <a href="http://www.oecd.org/education/talis/TALIS2018_CN_AUS.pdf">Australian teachers</a> feel prepared to teach students with special needs when they finish their formal training. This is despite 74% having trained to teach in mixed-ability settings as part of their studies.</p> <p>The latest <a href="http://www.oecd.org/education/talis/">Teaching and Learning International Survey (TALIS)</a> shows teachers across the OECD felt professional development opportunities were particularly inadequate for teaching students with special needs.</p> <p>Students with special needs are students for whom a learning need has been formally identified due to cognitive, physical or emotional difficulties.</p> <p>According to the TALIS report, nearly 30% of teachers in Australia work in classes where at least 10% of students have special needs. The report adds to a body of research suggesting teachers <a href="https://www.aracy.org.au/publications-resources/command/download_file/id/246/filename/Inclusive_education_for_students_with_disability_-_A_review_of_the_best_evidence_in_relation_to_theory_and_practice.pdf">feel unprepared to teach students with special needs</a> in mixed-ability classrooms.</p> <p>So, how can we better prepare and support teachers for the reality of diverse Australian classrooms? Investing in high-quality pathways to qualification for special education teachers, and expecting every Australian school to employ at least one specialist teacher to support teachers and students, would be a worthwhile place to start.</p> <p><strong>Better teacher preparation to begin with</strong></p> <p>Depending on the data source, between 8% and 20% of school-age children have <a href="https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4429.0main+features100302009">identified disabilities</a> or <a href="https://www.theaustralian.com.au/nation/education/one-in-five-students-has-a-disability-confidential-data/news-story/a3b1360c2185890344aa79e7f9097c73">special educational needs</a>.</p> <p>Teachers are expected to design learning experiences for students of all abilities and support students with disabilities to participate in learning. This is set out in a national <a href="https://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf">set of professional standards</a>, introduced in 2011, that guide the program content for initial teacher qualifications.</p> <p>But some critics believe <a href="https://www.researchgate.net/publication/262731686_Professional_Standards_for_Australian_Special_Education_Teachers">the standards don’t go far enough</a> in relation to teaching students with special needs. Typically, teacher education programs include a semester unit related to teaching students with special needs.</p> <p>Traditionally, the content was taught “categorically”, meaning lecturers provided introductory information about multiple categories of special need. Contemporary units have <a href="https://www.tandfonline.com/doi/full/10.1080/08856257.2013.778113">shifted away from the categorical model</a>, recognising that teaching in diverse classrooms is more complex than just responding to one individual need at a time.</p> <p>But while a semester unit can focus on key concepts and practices, these need to be reinforced throughout the program. In fact, given the nature of today’s classrooms, they should be at the heart of the program. Preservice teachers need support to understand evidence-based inclusive practices, <a href="https://www.researchgate.net/publication/233234812_Teacher_preparation_for_inclusive_education_Increasing_knowledge_but_raising_concerns">address common concerns and misconceptions about inclusion</a>, and apply strategies in practice.</p> <p>Even with excellent preservice education, a graduating teacher, by definition, is inexperienced. Teaching students with special needs requires skills that develop with time and ongoing support.</p> <p>Yet, only 37% of early career teachers (those in their first five years of practice) in the survey said they work with an assigned mentor.</p> <p><strong>Employ qualified specialist teachers</strong></p> <p>In the TALIS report, almost one in five principals reported the quality of their school’s inclusive education was hindered by a shortage of teachers who were competent in teaching students with special needs.</p> <p>Not every school is required to employ qualified special education teachers. And the percentage of schools with at least one qualified special education teacher is not known.</p> <p>One study found even when schools advertise for a special education teacher or coordinator, they often <a href="https://www.researchgate.net/profile/Jennifer_Stephenson/publication/271898111_What_Do_Employers_Ask_for_in_Advertisements_for_Special_Education_Positions/links/54dc32190cf23fe133b09530/What-Do-Employers-Ask-for-in-Advertisements-for-Special-Education-Positions.pdf">fail to list formal special education qualifications</a> among the selection criteria. And less than one-third explicitly call for special education experience.</p> <p>Further, there is no nationally recognised pathway to qualification as a special education teacher in Australia. Special education is not a recognised area of specialisation in the <a href="https://www.aitsl.edu.au/deliver-ite-programs/standards-and-procedures">standards</a> that guide accreditation of teacher education programs.</p> <p>This makes it difficult to design specialist undergraduate degrees. At the same time, there is no financial incentive for teachers to do postgraduate qualifications. Under these conditions, it is hard to see how the shortage of qualified specialist teachers will be addressed.</p> <p>Countries including the <a href="https://www.cec.sped.org/standards">US</a> and the <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/273877/special_educational_needs_code_of_practice.pdf">UK</a> have developed national, professional standards detailing essential knowledge and skills for special education teachers. These have been formally adopted and guide the content of accredited teacher education programs.</p> <p>Both countries have clear regulations about <a href="https://www.gov.uk/government/publications/national-award-for-sen-co-ordination-learning-outcomes">qualifications</a> and/or <a href="https://www.specialeducationguide.com/teacher-certification/">licensure</a> for employment as a special education teacher or coordinator (in the US, these are supported by legislation).</p> <p>Australia is lagging behind in these key areas, despite calls from <a href="https://www.researchgate.net/publication/262731686_Professional_Standards_for_Australian_Special_Education_Teachers">researchers</a> and <a href="http://aase.edu.au/about/position-papers">professional associations</a>.</p> <p><strong>Quality professional development</strong></p> <p>The TALIS report shows teachers prefer professional development opportunities in which they collaborate with colleagues, such as through peer learning or coaching. Attending one-off workshops remains the most common option for professional development (reported by 93% of teachers), despite the lack of evidence for its effectiveness.</p> <p>There are <a href="https://www.aitsl.edu.au/tools-resources/resource/australian-teacher-performance-and-development-framework">promising national efforts</a> to improve induction, mentoring and professional development for teachers.</p> <p>But the content of professional development also matters. Mentors should understand and be able to support evidence-based inclusive practices. Professional development should also be facilitated by those with expert knowledge. And teachers need ongoing access to information, advice and support in their daily work.</p> <p>Professional development for inclusive practice <a href="https://journals.sagepub.com/doi/full/10.1177/003172171109200616?casa_token=0l0kZ_ZkqCYAAAAA:AWW04jVlBaVIMhqO73za3KXavCM4abm-i2_1HTxssMkPlURegoAOGkZljPLiMnFWpOfZs7Nmq6e41g">can be effective</a> when it:</p> <ul> <li>Actively engages teachers over extended periods</li> <li>Has clear links to student learning in local contexts</li> <li>Allows teachers to learn together as part of communities of practice</li> <li>Is supported by strong school leadership.</li> </ul> <p>Preparing teachers who feel confident to teach students with special needs is essential to having inclusive schools as part of an inclusive society. We shouldn’t underestimate the challenge of teaching for a very broad range of students. Equally, we shouldn’t underestimate the capacity of good teachers to do so, given the right support.</p> <p><em>Written by Jane Jarvis. Republished with permission of <a href="https://theconversation.com/most-australian-teachers-feel-unprepared-to-teach-students-with-special-needs-119227">The Conversation</a>.</em></p>

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"You can't teach stupid": Folau receives more funds in two days than farmers' rural aid in one year

<div> <div class="replay"> <div class="reply_body body linkify"> <div class="reply_body"> <div class="body_text "> <p>A Facebook post by <em>The NRL Roast </em>criticising those who donated to Israel Folau’s legal battle has gone viral in just 24 hours.</p> <p>The post highlighted donations given to the Rural Aid <em>Buy a Bale </em>campaign raised in one year matched the money raised for controversial Folau’s legal battle against the Rugby League Association.</p> <p>“In 2 days, Israel Folau has received more in donations than Rural Aid's "Buy a Bale" campaign did in the 2017/2018 financial year,” the post began.</p> <p>“Folau may or may not be in the right in regard to why he got sacked and has every right to launch legal action.</p> <p>“That’s not my gripe.</p> <p>“It's the fact that every day Aussies would rather donate their hard earned, already taxed money, to a multi-millionaire professional athlete who can use the funds however he wants...TAX FREE, while people who actually make a worthwhile contribution to society, and our communities, are left in the lurch.</p> <p>“But you can’t teach stupid… You are just born that way.”</p> <iframe src="https://www.facebook.com/plugins/post.php?href=https%3A%2F%2Fwww.facebook.com%2FTheNRLRoast%2Fphotos%2Fa.248365635620899%2F729888714135253%2F%3Ftype%3D3&amp;width=500" width="500" height="435" style="border: none; overflow: hidden;" scrolling="no" frameborder="0" allowtransparency="true" allow="encrypted-media"></iframe> <p>Folau has raised $2.2 million in just two days by 20,000 people.</p> <p>Since then, the fundraiser, which is located on the Australian Christian Lobby’s website, has been paused – a little less than $1 million short of the sacked rugby star’s $3 million goal.</p> <blockquote style="background: #FFF; border: 0; border-radius: 3px; box-shadow: 0 0 1px 0 rgba(0,0,0,0.5),0 1px 10px 0 rgba(0,0,0,0.15); margin: 1px; max-width: 540px; min-width: 326px; padding: 0; width: calc(100% - 2px);" class="instagram-media" data-instgrm-permalink="https://www.instagram.com/p/BzATb_Wn3I_/" data-instgrm-version="12"> <div style="padding: 16px;"> <div style="display: flex; flex-direction: row; align-items: center;"> <div style="background-color: #f4f4f4; border-radius: 50%; flex-grow: 0; height: 40px; margin-right: 14px; width: 40px;"></div> <div style="display: flex; flex-direction: column; flex-grow: 1; justify-content: center;"> <div style="background-color: #f4f4f4; border-radius: 4px; flex-grow: 0; height: 14px; margin-bottom: 6px; width: 100px;"></div> <div style="background-color: #f4f4f4; border-radius: 4px; flex-grow: 0; height: 14px; width: 60px;"></div> </div> </div> <div style="padding: 19% 0;"></div> <div style="display: block; height: 50px; margin: 0 auto 12px; width: 50px;"></div> <div style="padding-top: 8px;"> <div style="color: #3897f0; font-family: Arial,sans-serif; font-size: 14px; font-style: normal; font-weight: 550; line-height: 18px;">View this post on Instagram</div> </div> <p style="color: #c9c8cd; font-family: Arial,sans-serif; font-size: 14px; line-height: 17px; margin-bottom: 0; margin-top: 8px; overflow: hidden; padding: 8px 0 7px; text-align: center; text-overflow: ellipsis; white-space: nowrap;"><a style="color: #c9c8cd; font-family: Arial,sans-serif; font-size: 14px; font-style: normal; font-weight: normal; line-height: 17px; text-decoration: none;" rel="noopener" href="https://www.instagram.com/p/BzATb_Wn3I_/" target="_blank">A post shared by Israel Folau (@izzyfolau)</a> on Jun 22, 2019 at 1:07am PDT</p> </div> </blockquote> <p>The ACL said the donations, which opened on Tuesday, had been “overwhelming".</p> <p>“ACL, Izzy and everyone involved is humbled and grateful. We are hitting the pause button. But if the case drags on and Israel needs more support, we will re-open this campaign,” a statement on the website said.</p> <p>The original campaign on GoFundMe was shut down after it was determined they had violated the site’s terms of service.  </p> <p>“We are absolutely committed to the fight for equality for LGBTIQ+ people and fostering an environment of inclusivity,” Nicola Britton, GoFundMe’s Australian regional director said.</p> <p>Managing director of the ACL, Martin Iles, confirmed any money raised in the $3 million campaign will exclusively be used to meet Folau’s legal costs.</p> <p>In a poll conducted by Over60 with over 5,200 votes, it was determined 60 per cent of Australians believe Folau deserved to be sacked from his contract with Rugby Australia.</p> <p>However, 40 per cent voted Folau's controversial social post that claimed “hell awaits” gay people, among others, was not breaching his contract.  </p> <p><em>NRL Roast’s </em>post, which now sits with over 3,000 comments, has continued to stir debate with some users claiming the page was only adding “fuel to the fire".</p> <p>“If he can say whatever he believes then he should have the guts to face the consequences of his actions and use his own funds to fight his own battles,” one user wrote.</p> <p>Another added: “I don't see why people find this surprising. There are A LOT of people in the world with the same views as Falou.”</p> <p>“So you're complaining about people who are donating their OWN already taxed hard working money to Folau because they choose not to donate it to where YOU think they should donate THEIR money to?” an additional comment read.</p> <p>However, other people said it was “sad” farmers did not have “priority<span>“.</span></p> <p><span>"If only those who so support a sportsperson's contract breach which has been turned into a fight for Christianity could support those who grow our food and keep food on our tables...” one comment said.</span></p> <p>Another stated: “An absolute disgrace that people give money so easily to someone who broke his contract, not once but twice, but can’t find the money for the farmers who help put food on our tables every day, nothing like getting your priorities right.”</p> <p>Folau’s $4 million contract was terminated by Rugby Australia last month after a post on his Instagram page claimed homosexuals, among others, would burn in hell.</p> </div> </div> </div> </div> </div>

Legal

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Why teaching music in schools is so instrumental

<p><span style="font-weight: 400;">A variety of campaigns have highlighted the importance that musical education has in learning. The powerful 2018 ABC documentary called </span><span style="font-weight: 400;">Don’t Stop The Music</span><span style="font-weight: 400;"> followed one school’s journey as it introduced a large scale school band with the help of the Salvation Army.</span></p> <p><span style="font-weight: 400;">However, the most compelling body of research comes from a seminal study that was conducted by Professor Brian Caldwell and Dr Tanya Caughan. They found that student engagement, learning outcomes and social wellbeing are all improved by the introduction of teaching artists in schools.</span></p> <p><span style="font-weight: 400;">Anthony Mackay AM is deputy chancellor of Swinburne University and chair of The Song Room. He has a few suggestions as to how music can remain important within society.</span></p> <p><span style="font-weight: 400;">“One practical solution involves sending specialist music teachers into classrooms to help generalist teachers. This enables teachers to blend professional learning into their daily schedule rather than having to find time outside classroom hours,” he told </span><a href="https://www.smh.com.au/education/music-education-neglected-but-instrumental-20190308-p512q4.html"><span style="font-weight: 400;">The Daily Telegraph</span></a><span style="font-weight: 400;">.</span></p> <p><span style="font-weight: 400;">“Providing greater access to arts learning resources such as videos, lesson plans and instructions is another effective way of helping teachers. When these resources are designed to be adapted to particular skill levels, it enables teachers to build their capabilities with confidence.</span></p> <p><span style="font-weight: 400;">“Encouragingly, a number of government authorities have recently committed funding to music education, recognising it is as an effective way to help students academically and socially.”</span></p> <p><span style="font-weight: 400;">Mackay also highlighted the organisation that he chairs, which is The Song Room, and how it’s working with the Victorian Department of Education and Training to alleviate the lack of music in schools.</span></p> <p><span style="font-weight: 400;">The Song Room is providing music education mentoring programs in 80 government schools over this semester alone.</span></p>

Music

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Teach yourself to meditate and beat stress

<p>The whole world cheered when 12 boys stuck in a cave in northern Thailand with their football coach were finally freed on 10 July after spending more than two weeks in the darkness.</p> <p>According to several news sources the 25-year-old coach and former monk Ekapol Chantawong (above) had taught the boys how to meditate to pass the time, keep calm and conserve energy</p> <p>The practice has been credited with helping the boys stay mentally strong throughout their ordeal.</p> <p>So, what is meditation all about and can it really help?</p> <p><strong>What is meditation?</strong></p> <p>There are many types of meditation used by different philosophies, but at the core, meditation requires you to be mindful of the moment.</p> <p>During mindfulness meditation, one tries to redirect distracting thoughts and instead focus on the present.</p> <p>Although simple in theory, as anyone who has tried it can attest, it can be hard to switch off your thoughts even for a few seconds without thinking about work or wanting to check your phone.</p> <p><strong>What are the benefits of meditation?</strong></p> <p>Meditation has been credited with improving not just mental, but physical health as well. Studies have shown that it can increase immune function and reduce chronic pain. Meditation has also been proven to be effective in decreasing instances of depression, anxiety and stress.</p> <p>It can also sharpen your mind, help your focus and attention, and improve your memory, which is why some schools have started teaching students mindfulness techniques.</p> <p>At Westwood Primary School in Singapore, students do a five-minute mindful breathing exercise at recess every day, while students at international school UWCSEA were introduced to mindfulness techniques four years ago.</p> <p><strong>How do I start?</strong></p> <p>As with any new habit, you need to commit to it, much like you would a new exercise routine.</p> <p>Start small with just a few minutes a day. Set aside both time and space as rushing through it would defeat the purpose.</p> <p>Dress comfortably and choose a quiet spot, which means you shouldn’t have the TV on in the background and you’re away from a pet that may wander into your space.</p> <p>Sit cross-legged on the floor or upright on a chair. Don’t lie down as you may fall asleep. When you’re ready, sit quietly, breathe deeply and start observing your feelings at that moment.</p> <p>The key is to acknowledge and accept your thoughts and emotions without attaching any judgement to them.</p> <p>It will be challenging to quiet the noise in your head at first, but it’s important to keep at it until it becomes comfortable.</p> <p><em>Written by Siti Rohani. This article first appeared in </em><em><a href="http://www.readersdigest.com.au/true-stories-lifestyle/teach-yourself-meditate-and-beat-stress?items_per_page=All">Reader’s Digest.</a> For more of what you love from the world’s best-loved magazine, </em><a href="http://readersdigest.innovations.com.au/c/readersdigestemailsubscribe?utm_source=over60&amp;utm_medium=articles&amp;utm_campaign=RDSUB&amp;keycode=WRA87V"><em>here’s our best subscription offer.</em></a><span><em> </em></span></p> <p> </p> <p><img style="width: 100px !important; height: 100px !important;" src="https://oversixtydev.blob.core.windows.net/media/7820640/1.png" alt="" data-udi="umb://media/f30947086c8e47b89cb076eb5bb9b3e2" /></p>

Retirement Life

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7 forgotten manners every parent should teach their child

<p>An important part of raising your child is teaching them good manners that they are able to apply not only around you, but also when they are on their own.</p> <p>Being polite can set your child up for success later in life.</p> <p>Beyond the basic “please” and “thank you,” you want your child to be able to show respect to their elders and know how to be a polite guest.</p> <p>Enforce these manners from an early age, and your child will catch on in no time.</p> <p><strong>1. "Please" and "thank you"</strong></p> <p>Teach your child to always say, “Please” when asking for something and “Thank you” when receiving something or someone has helped them.<strong><br /></strong></p> <p><strong><span>2. "Excuse me"</span></strong></p> <p>Teach them to say, “Excuse me” when they need to get through a crowd, bump into someone or want to get someone’s attention.</p> <p><strong>3. Please don't interrupt</strong></p> <p>Teach them to not interrupt, whether it be interrupting a conversation between two people that they are not a part of (unless it is an emergency) or when someone is speaking to them.</p> <p><strong>4. No unkind comments</strong></p> <p>Show them how it’s impolite to comment on other people’s characteristics or physical appearances, unless if it is a compliment.</p> <p><strong>5. Always ask for permission</strong></p> <p>Teach your child to always ask permission. It’s important that they understand if they aren’t sure about taking or using something, it is always better to ask first.</p> <p><strong>6. Shoes off!</strong></p> <p>Teach your child to take their shoes off whenever they enter someone's home/</p> <p><strong>7.</strong><strong> Don't litter</strong></p> <p>Teach them not to litter and how important it is to keep our earth clean.</p> <p><span>Once your child learns these important manners, they’ll have the drive to become even more courteous as they grow up.</span></p> <p><em>Written by Morgan Cutolo. </em><em>This article first appeared in <a href="http://www.readersdigest.com.au/true-stories-lifestyle/17-forgotten-manners-every-parent-should-teach-their-child">Reader’s Digest</a>. For more of what you love from the world’s best-loved magazine, <a href="http://readersdigest.innovations.com.au/c/readersdigestemailsubscribe?utm_source=over60&amp;utm_medium=articles&amp;utm_campaign=RDSUB&amp;keycode=WRA87V">here’s our best subscription offer</a>.</em></p> <p><img style="width: 100px !important; height: 100px !important;" src="https://oversixtydev.blob.core.windows.net/media/7820640/1.png" alt="" data-udi="umb://media/f30947086c8e47b89cb076eb5bb9b3e2" /></p>

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