17 Jun 2014

Who Saves the Planet Now?

Despite the praise with which it has been met, the Intergovernmental Panel on Climate Change’s recent findings confirmed little more than we already knew. The debate surrounding anthropogenic global warming should by now have been buried. Of the 10, 855 climate studies published in peer-reviewed journals during 2013, only two rejected the consensus that the scientific community has held since the 1990s.

The problem that confronts the scientific community is no longer in debate; it is the translation of fact into public acceptance. In the USA, the world’s second highest emitter of Carbon Dioxide, 30 per cent of Government Representatives consider climate change to be a ‘myth.’ Of 233 House Republicans, 130 are of the same opinion. Amongst those who respect the findings of scientists, the most alarming perspectives on climate change appear. The facts may be true but surely it isn’t the responsibility of governments to take action? Marco Rubio, tipped to be a candidate in the 2016 Presidential Election, and a self-declared ‘man of modern science’ described what he sees as the futility of a governmental response to Global Warming: ‘The government can’t change the weather. We can pass a bunch of laws that will destroy our economy, but it isn’t going to change the weather.’ It is a depressing apathy which is common in political discourse, the interests of the economy override what is likely to be the most significant challenge the world has even known.

Debate around the consequences of inaction is often framed in abstract hypotheticals. We typically find issues with no obvious trajectory difficult to overcome. But by now we can be sure that if we fail to address the concerns the IPCC has outlined, the chance of long term survival for our species is negligible. In the next 20 years, the displacement of many millions of Bangladeshis, Indonesians and Pacific Islanders by rising sea levels will cause a refugee situation which will put Scott Morrison’s current rhetoric into perspective.

What can we do when our governments are beholden to populist, commercial interests which overlook the long term ramifications of climate change?

To begin, we must continue lobbying the system to reform from within. In the 1990s, groups of Australians took to the streets to protest ozone depletion in the atmosphere by Chlorofluorocarbons (CFC’s). In 1995, this culminated in the Keating administration passing a law to ban the use of these chemicals, significantly reducing Australia’s contribution to the ozone crisis. Since the public were made generally aware of the Climate Change consensus through the effecting of the Kyoto Protocol in 2005 and Al Gore’s Inconvenient Truth in 2006, Global Warming has gone from being a fringe issue in political discourse to one which all governments are expected to have a stance on. In Australia, the Rudd government was voted in on a policy agenda which for the first time saw a mainstream Australian political party taking a principled stand on international environmental issues.

Despite this good work, where the state can longer or will no longer fulfil its obligation to the environment often other groups and individuals must fill the void. This obligation is two-fold. Firstly, to make people aware of their own relationship with the environment. Then, to encourage individual and collective action to help reduce our environmental impact. At Newington, the environmental sustainability committee seeks to fulfil both parts of this responsibility. Last year’s presentations on water wastage opened the eyes of many to the huge costs of water overuse. Similarly, this year’s focus on our reliance on electricity and technology paves the way for wider discussion on how we might use the laptops and iPads which have radically changed our education with greater awareness of their environmental ramifications.

However, it is in taking action on the environment that we hope our most significant achievements will come. Following the proposal of Edmond Cheng (ON 2013) and Clyde Welsh (ON 2013) for the utilisation of solar energy, the school has now installed new solar panels to help reduce Newington’s emissions. This year’s tasks to encourage recycling, more appropriate water usage and sustainable transport to and from school are already well under way!

The governments of the world have failed in addressing the environmental needs of our generation and those to come. It now falls on individuals and extra-governmental groups to pick up the slack. Newington should seek to be a community on the right side of history when it comes to the environment and the significant moral challenges it presents.

For more articles like this, search for the Newington Sustainability Blog.

 Sebastian Rees (12/PR)
Sustainability Committee

Embracing a Common Goal for Refugee Week

In acknowledgement of International Refugee Week, Newington College, in conjunction with UnitingCare, will welcome a newly formed football team onto the fields at the Stanmore campus.  Composed entirely of young male refugees from a variety of strife torn regions around the world, the visitors will play an exhibition (friendly) football match against the ‘New’ boys at the College on June 20, 2014.

The event coincides with Newington’s annual Heritage Day, when the boys proudly wear items of clothing that display their family heritage. This year there is a good chance many football jerseys will be the dress of choice for the day.

The 2014 FIFA World Cup has naturally built to fever pitch within our inner west school where over 50 national cultures and ethnicities are represented, and the boys will build a massive run on ‘tunnel’ to announce the visiting team’s arrival onto the field as a gesture of inclusion and in the spirit of celebration.

The post-match afternoon function will include presentations to the boys from both teams and a chance for all to exchange normal sporting and adolescent interests. Importantly, this showcase for football gives the boys at Newington an opportunity to demonstrate support for and share in a collective experience with this young often-marginalised group within Australian Society.

The young refugee team formed over a year ago. Some staff at UnitingCare could see the need to provide a recreational opportunity to young asylum seekers who were living in the community. It brought them together and of course had positive benefits on their mental health.

All the players arrived in Australia seeking Asylum. Most of the players are from Afghanistan and Pakistan and are of Hazara ethnicity- a group that has a long history of being persecuted. All of the young people in the team arrived without their families and are trying hard to establish themselves in their new community. They attend school (if they are under 18) and English lessons.

After a year of training, the boys joined a local football competition. Many of the over 18’s were/are struggling financially but this was made possible by members of the Roseville Uniting Church congregation, and general community members, showing support for Asylum Seekers, by each sponsoring a young person’s $220 registration.

The team have also been trained by a young women, Bronwyn O’Brien. Bronwyn is a volunteer and has managed to balance her university studies, part time work and volunteering training the team. Bronwyn was also found from the Uniting Church and she is a great role model to all the young people in the team.

UnitingCare’s Executive Director, Peter Worland, approached Newington, and the College was naturally keen to plan this day as an opportunity for all the boys to play a game of football, meet one another and build upon the normalising positives that sport can bring.

“We believe the day will have many more goals achieved than those that hit the net—as the young men demonstrate hospitality, good sportsmanship and warmth both on and off the field”, said Mr Mick Madden, Head of the Service Learning Program at Newington.

F1 in Primary Schools: Thumbs and eyes on the starter

Today the Senior F1 in Schools boys took a trip to Wyvern Prep to teach the Year 5 boys a little bit about the F1 in Primary Schools program. Throughout the day the Senior leaders guided the Junior boys through a number of different activities to better their understanding about F1 in Schools and learn about aerodynamics as well as different F1 techniques.

During the day the boys had the opportunity to practice their speed on the F1 starting gates. The four fastest boys from each class were then selected and had the chance to race for the title of fastest F1 in Primary Schools boy in Year 5. A series of nail-biting races occurred before Max (5J) proved to be the fastest, on reaction time, in the Year.

The boys also spent a portion of their day constructing their very own F1 in Primary Schools model cars which they are keen to race at the Senior School on Friday.

At the end of the day one boy from each class was chosen to win the Aesthetics Award for the best looking F1 in Primary Schools car. Congratulations to Fletcher (5J), Maximus (5M), Zach (5B) and Vince (5P) for securing  ‘most visually appealing model cars’ of the day.

In addition, the boys created F1 in Primary Schools posters that showcased their model cars. Congratulations to Max (5B), Vince (5P), Henry (5M) and Thomas (5J) for the best poster designs.

Well done to all the Wyvern boys who showed great enthusiasm throughout the day.

Ethical or Moral? Where to stand on the advice line to young men

“How do we support young people to develop relationships that are good for them, and good for those around them?”

Professor Catharine Lumby put the question to the audience at the recent Ethics Centre Lecture titled, What makes a man in 2014. Her background is both as an academic and journalist, and she has attracted significant media attention for advising the National Rugby League on cultural change and education programs for players. Professor Lumby’s research material contributes great relevance to discussions regarding the expectations of behaviour and maturity we have of young people, and more specifically young men.

“Young people grow up in a media saturated world that is unrecognisable in comparison to the world of their parents’ childhood,” she observed. “We need to learn from young people [about that world] rather than tell them what they need to do to survive in it.”

Professor Lumby contended that a definition of relationships, that might help young people make good choices in their personal interactions, could be an ethical one. “An ethical framework is one that is more broad, like ‘what does care for self and care for others look like?’ ”

Rather than just ‘talking sense into young people’, she advocated listening, and encouraging a more sophisticated understanding of the pressures on young men to ‘be male’ and ‘man up’.

She felt that whatever education programs schools develop to help young men identify with sound choices should be designed on research findings, continue to be refined, be based on open questions, respect the culture of the young person’s world, and give examples based on real world scenarios.

Professor Lumby also saw merit in encouraging boys to be a mate, and that means supporting a mate—not just being the ethical bystander who says ‘that’s not right’ , but being the boy who steps up and refuses to accept poor behaviour, racism, sexism or bullying. This is supporting others to make ethical choices.

Research suggests young people want opportunities to talk – but they prefer to choose when these conversations happen.

Professor Lumby suggests, “Drop the dos and don’ts, don’t go into the territory of ‘you will never’ when setting ground rules.

“Talk through the situations. Talk to your children about how you developed those values you hold to be important.”

Lively discussion then ensued during question time as parents, staff and students debated the need for moral guidance and levels of tolerance in the controversial areas of texting, online viewing, stereotyping, privacy, being judgmental and more.

The evening was a great example of when the Ethics Centre encourages divergent opinion; when there are no simple answers to moral and ethical decisions; when we need to listen to each other to stretch out of comfortably help positions to consider an alternative way of interpreting the world—particularly the rapidly evolving world where our children interact, make friends, have relationships and make choices regarding their own ethical stance on what is fair, acceptable and good.

It was an Ethics Centre Lecture that encouraged the conversations to continue long after the audience had left—and that in itself is another reason to not miss the next one!

SPACES gets a New Look

SPACES has had a revamp and we want you to see it. The new-look SPACES site was introduced late last week after a Usability Test was conducted on a volunteer group of parents and staff members who provided us with feedback on the new website.

The new-look SPACES has maintained most of the familiar navigation features of the old site with some upgraded functions.

You will notice, My Dashboard now has Promoted News and Recently Changed columns. They help users easily find out about the major events promoted by each of the SPACES the user is joined to. Recently changed, is a brand new function which appears on the top of each SPACE so users can track up-to-the-minute updates. This is particularly helpful for wet weather notifications in Sport.

Conducting the Usability Test gave us insight into user behaviour, the effectiveness of the site and learnability – is the website easy to learn to use?

We also realised how reliant users have been on the Search function. We have further included a little grey speech bubble on the bottom right hand side of each page to allow users to ask questions or receive assistance if they are unable to find a particular form or email independently.

Many test users also suggested making important information more visible within an article rather than simply attaching a PDF. We are currently working on this.

We would like to thank all the parents and staff members who came to the testing session for providing us with this invaluable feedback.

Intermediate Impro Win: Newington Theatresports Results

This year, both of the top Newington Theatresports teams competed in the Grand Final of the Impro Australia School’s Challenge at the Enmore Theatre. Just getting to the Grand Final is a huge achievement as it represents the top eight school schools over over 80 competing teams.

Our Intermediate team of Elliot Ulm (10/LE), Jeremi Campese (10/MA), Alex Goth (12/MA)  and Ashutosh Bidkar (9/FL) played incredibly well to take out first place in their age group! Our Senior team, Brendan Creswick (12/JN), Lyndon Carney (12/FL), Luke Taylor (12/MA), Leo Tracy (12/MO) and Tom Steel (11/LE) were competitive in a very strong field of teams and came third in their age group, just 3 points behind the school in first place.

Special thanks to the coaches of the teams Steen Raskopoulos, Reuben Ward (Intermediate) and Jack Scott (Senior) for their assistance and great work with the boys.

 

Murderball: Wheelchair Rugby at Newington

On Thursday 5 June, the Taylor Sports Centre was the place to be at lunch time when a team of visiting athletes from Wheelchair Sport NSW demonstrated the Paralympic sport of Wheelchair Rugby to a packed out gymnasium. Wheelchair Rugby is otherwise affectionately known as “Murderball”.

Eden Bradford (9/LE) regularly referees this sport as part of his Service Learning requirement at the College, so when we heard about Eden’s great work and these remarkable athletes, we quickly pounced on the opportunity to invite them to our school.

Murderball proved to be everything it promised to be; fast, furious, skillful and the collisions …brutal!

At the end of the match, members of the Rugby 1st XV presented Newington singlets to all Wheelchair Rugby squad members. The Newington crowd provided an enthusiastic and boisterous atmosphere for our guests and this event will surely go down as a 2014 highlight that may be hard to top!

Mr Mick Madden
Head of Service Learning

New Concussion Guidelines

The Australian Rugby Union (ARU)  have very recently released new concussion guidelines.

Dr Ryan Kohler, a concussion specialist, was appointed by the ARU to focus specifically on concussion. Ryan is responsible for developing, implementing and monitoring concussion guidance at the community level (schools and clubs); and to support team doctors and medical staff at all levels of competition. I have been communicating with Ryan this year to implement the online concussion testing for boys in the 1st XV and 2nd XV squads at Newington College.Any boy with a concussion or suspected concussion should see me in the Health Centre when back at school.

The major points from the newly released concussion guidelines are listed below:

  1. Players aged 18 Years and under must not participate in any Rugby contact training or game for a minimum period of two weeks (14 days) after the disappearance of all signs and symptoms of concussion.
  2. Guidance regarding adult players remains the same – they must not participate in any Rugby contact training or game for a minimum rest period of 24 hours after the disappearance of all signs and symptoms of concussion.
  3. Any player (regardless of age) with suspected or recognised concussion must be removed from the field of play immediately and must not return to the field on the same day.
  4. A player with suspected or recognised concussion must be referred to a medical doctor or emergency department as soon as possible for thorough assessment.
  5. In all cases, players should only return to contact training and games play following the ‘graduated return to play’ protocol.
  6. All players must receive written clearance (a medical certificate) from a medical doctor before returning to contact training and games. (This should be returned to me).

To read the guidelines in full, please click here.

Sister Margaret Bates
College Nurse

 

A Tale about Numbers

I do love a spreadsheet. There are few things as elegant as those columns and rows of numbers all lined up in the order that you want them in. And, with over 1300 boys here at the school, all doing multiple exams and assessments across a range of subjects, there are a lot of numbers to put into a lot of columns. It is a truly beautiful thing (at this point I am thinking I might need to get out a little bit more…).

Now that the weather has turned a little colder, it has become the season of spreadsheets at Newington. At this mid-year point, students have completed examinations and teachers have marked and returned assessments. The Half Yearly Reports have been written for each boy and their performance in each subject summarised (more often than not in numbers or grades) to give us all an idea of how each boy is travelling in each part of his academic program.

But, what I love more than the numbers (and even the graphs) are the stories that lie behind each cell in each spreadsheet or figure on a report. Each part of each number for each boy represents a separate event at school in the past semester. It might have been some research a boy did, or a presentation they gave, or how well they responded to a problem in a test, or performed in a production. They are individual stories in their own right; stories about what boys have done and how well they did it, or how they tried something different and what the impact might have been.

Often the conversation the boys will have at this time of year with their parents and their teachers will be about changing the numbers in the cells in the spreadsheets. Increasing the size of some (usually the ones that show marks) or decreasing the size of others (the ones with the rankings) is usually their aim. But too often for my liking, that is where the conversation stops.

We can forget that each number is a story and, to change the number, we need to rewrite the story. Educational research by a broad range of academics highlight that the quality of feedback and evaluation on assessment is the most significant factor in improving student performance. In other words, it is how students ask themselves (with the help of their parents and teachers) three questions:

1. What are the things I have been doing that have worked and helped me, and what are the ones that haven’t?

How has the way that a boy has approached his learning contributed to his success? Has he been (honestly) conscientious in his efforts? Has he approached the way he works in class differently? Has he identified a weakness, and put a strategy in place already?

2. What are the things the numbers are saying that I am yet to show that I can do?

What is the real difference between the results he wanted to get, and the ones he did? The answer lies in specific concepts, skills or depth of understanding that he did not demonstrate over the course of the term. All boys should be encouraged to work through their assessments, and draw out specifically what they would do differently to change their result.

3. What will I change in the next six months?

Changes in habits and the way boys approach their learning means their performance improves. The answer is rarely ‘work  harder’ or ‘study more’; it is usually ‘do an extra question each week that requires me to apply a case study ’, ‘make sure I focus more on the definitions of terms at the start of each topic’, ‘ask my teacher for some help in learning how to plan my essays’ or ‘work out a study plan that I can stick to’.

The answers to each of these questions are specific, they may only apply to one subject, and they should help work out how to change the way a boy approaches his learning. The Holy Grail of an assessment is to have boys actively asking ‘where to now?’ after they get their feedback from a task, to help them jump to whatever the next level is, personally, for them.

Interestingly, there is also a substantial body of research that argues students learn better, improve faster, and achieve higher levels of performance if teachers never let them see marks from their tests, exams or assessments. Without the numbers to fixate upon, students focus on what they did, what they didn’t do, and what they need to change for next time – this is the cycle that improves performance in the long run.

I like the stories that the boys’ grades and marks tell us, and how we can use them to unpack how a boy is travelling in specific areas of specific subjects, and how we can use them to help them be better students and perform better. However, while we read and reflect on the boys’ Half Yearly reports we need to remember that to get them there we all need to work to teach them to ask the right questions about what lies behind the numbers, and to help them rewrite their own story.

Mr Trent Driver
Deputy Head of Stanmore (Academic )

Pioneer Aviator lost in the Jungle

On 20 June 1930, a young Australian aviator, Eric Hook, took off from England in his Gypsy Moth biplane in an attempt to beat Bert Hinkler’s then record flight time of fifteen days to Darwin. Hook had attended Newington College from 1914 to 1916. Accompanied by Jack Matthews, who had worked as Hinkler’s mechanic, Hook flew across Europe and the Middle East to India. They left Aykab in Burma for Rangoon on 3 July.

Nothing further was heard until Matthews staggered into a local village. Due to an engine failure, they had made a forced landing deep in the jungle. The plane was wrecked but they were unhurt. Struggling through the jungle in monsoonal rains for several days, Hook became ill. When he was too weak to walk, he persuaded a reluctant Matthews to go on to seek help. It was not until the end of July that a search party found Hook’s body. He was buried in Prome, a nearby town.

On Sunday 10 August, a memorial service was held in the Stanmore Methodist Church, which served as Newington College’s chapel. Eric Hook’s father, mother and brother attended, but his young wife and two sons were still in England. The Headmaster, Rev. Charles Prescott, delivered the address and noted Hook’s ‘quiet, determined manner, which had made him liked and respected by all his schoolfellows.’ Reflecting on the objects, ideals and ambitions which prompted young men to make these flights, he noted: ‘We do not know what motive prompted Eric Hook. Let us give him credit for the best. He has a place among the heroes and martyrs of aviation.’ Hook’s more famous Australian contemporaries — Hinkler, Kingsford Smith and Ulm — would all die flying during the next five years.

Eric Hook was undoubtedly brave, perhaps even foolhardy. In a letter to his parents sent not long before the fateful flight, he declared: ‘Nothing is going to happen. I feel sure of success.’ Referring to a previous flight, he said: ‘I did it to show that years of experience are not essential to a pilot. During the war pilots were turned out in a hurry, and were forced to do dangerous things, and I do not think the world is breeding less courageous men to-day.’

 Mr David Roberts
College Archivist

Old Boys Headed for Commonwealth Games

Two Newington Old Boys will compete at the XX Commonwealth Games in Glasgow – 23 July to 3 August, 2014.

Malek Chamoun (ON 2006) who has been legally blind since age fifteen, will vie for gold in weightlifting, in the able bodied competition. Malek’s inspirational story was recently featured on The Project on Channel Ten.

Josh Ralph (ON 2009) will race on the athletics track in the 400m. Josh has recently emerged as a serious 400m contender. At school he competed in 800m, 1500m and Cross Country. He has the Rio Olympics firmly in his sights.

Raymond Tam (ON 2004), who is currently top of the Badminton Australia men’s doubles rankings and in blistering form, will make his Commonwealth Games debut with his Men’s Doubles partner Glen Wharfe.

We wish them all the very best of luck!

Raymond Tam (in foreground) photo courtesy BADMINTONPHOTO

P&F Careers Expo and ONU Careers Evening

The P&F Careers Expo and the ONU Careers Evening provided opportunities for senior boys and their parents to explore future education, training and career pathways.

Over fifty exhibitor stalls filled Centenary Hall. Exhibitors included Private Colleges, Universities, Defence and TAFE providing advice on courses, cadetship programs, apprenticeships, GAP programs and overseas study. In the A J Rae Centre library, over fifty Newington Old Boys and some parents from a variety of industries and professions including Film and Television, Law, Aviation, Engineering, Banking and Finance, Construction and Medicine shared their career insights – an invaluable opportunity for our boys to tap into the considerable expertise and experience of the Newington Old Boy network.

Boys interested in any of the presenters or exhibitors on the night should seek advice from the Head of Careers, Mr Simon Pennington in Term 3.

 

Sport Report

Cross Country

Sixteen Newington Cross Country runners were selected to represent AAGPS at the CIS Championships at Eastern Creek on Thursday 12 June. Against strong competition the sixteen boys performed very well. Highlight performances were:

U18

Max Morrison (12/ME) – 18th

Zak Stevens (11/LE) –  19th

U15

Callum Lowe-Griffiths (10/PR) –  7th

U13

Matthew Dyster (8/FL) – 1st

U12

Angus Beer (7/ME) – 2nd

Rugby

After the second round of the AAGPS competition ten Newington boys have been selected to represent AAGPS Rugby against Combined Associated Schools on Tuesday afternoon at Scots College

Melie Laimani (12/FL)

Matthew Serhon (12/FL)

Vuni Fifita (12/FL)

Tom Piroddi (11/FL)

Simon Kennewell (12/ME)

Latu Latinipulu (12/MA)

Sepesa Loga- Tarogi (12/MA)

Campbell Clifford (11/LE)

Matthew Long (11/MO)

William Ball (12/KL)

The following boys have been selected to represent the U16 Presidents XV Rugby teams

Tom Serhon (10/FL)

Sam. Gilfedder (10/MO)

Cameron Murray (11/ME)

Tom Banuelos (11/MA)

Cameron Horne (10/MA)

Adam Goodman (10/LE)

Louis Gray (10/ME)

Nathan Lawson (10/ME)

Tyrone Taukomo (10/ME)

Max McKay (10/JN)