Highly Able Students – Are they a threatened species?

One of the long term scandals of Australian education is the relative lack of differentiated attention to gifted and talented students or, as we call them at Shore, High Potential Learners.  Often these students in schools are not identified according to their wonderful gifts and, even if they are, specialised provision for them can be rather scanty.  After decades of observing and pondering this problem, it seems to me that part of our national problem is our cultural cringe as Australians, our anti-elitism and the national determination to cut down the tall poppies.  This is sometimes seen as an aspect of Australian egalitarianism.  If this analysis is correct, it is ironic that it does not apply to sport.  Australians seem all in favour of elitism in sport where we attempt to empower our champions to achieve on the world stage. 

As long ago as the early 1960’s, an Australian academic, Donald Horne, analysed some of these issues in his groundbreaking book The Lucky Country.  Horne’s contention was that, Australia, led by second rate politicians, was riding its luck, such that continuing to do so was its only real plan.  Horne’s view was that luck cannot last forever.  Real substance and strategising is needed.   It is a profound irony that most people who have heard of Horne’s book regard it as a celebration of Australia’s luck, rather than a cynical comment on luck as a plan and a clarion call to actually do something to control our national destiny.  

Lack of provision for Australia’s gifted young people has led to the famous “brain drain” where highly successful young Australian professionals and entrepreneurs need to go overseas to find a place where they will be nourished, fully appreciated and resourced. 

In Australian schools, frequently those who are particularly able “dumb themselves down”, not feeling free to express their giftedness in case they are rejected by their peers.   Young people often have fragile egos (despite bravado) and just want to fit in.  A further reason for disguising their giftedness is that often further work for those who can complete tasks easily and quickly, is to simply be given more of the same rather than any appropriate extension activities.  In short, such students are often stultified by repetition of what they have already mastered rather than challenged and excited by genuine extension opportunities. 

It has been a shortfall in Australian teacher training that, in the past, there has been very little preparation for teachers to cater for giftedness.  There has been a general and wishful expectation that gifted students are so gifted that they can look after themselves and that specific coaching is unnecessary.  The drop out rate from formal education of the highly gifted is a national disgrace and indicates that self-management by gifted students is neither sufficient nor appropriate.  The loss of such people from formal processes of exploring and extending their talents diminishes the whole nation and its future. 

A particular area of lack of training for teachers through universities over a long time has been failure to equip teachers with the skills of accurately diagnosing those of specific abilities.  As a result, with no lack of good will, teachers across the nation have tended for decades to identify the very compliant, lovely and quite able students as gifted.  Often these students fall short of the threshold for identification as gifted:  they are able, but not superbly able.  Gifted students can sometimes be found amongst those who are messy, non-compliant and bored as the class material does not challenge or satisfy them. 

Sometimes in schools, attempted specific provision for gifted students receives opposition from parents whose children manifest various disabilities.  The concept here is that this is a “zero sum game” where provision for the most able comes at the expense of those who may need assistance.  This is a false dichotomy.  Both these categories are potentially disadvantaged without recognition and resourcing.  In any case, a new concept has recently entered the educational lexicon:  that of “twice exceptional”, which, as unpacked, means that many students within these categories embody both in their person – great giftedness in some areas and disabilities in others.  One example can be a student who has been diagnosed with high functioning autism.  An instance from a school I led 20 years ago was where a staff member completing a Masters degree in Mathematics needed the assistance of a Year 5 student to solve a mathematical problem with which she was confronted in her coursework. 

Our national sense of egalitarianism has often played out in schools in the past in an attempt to provide an equality of outcome without considering whether this is adequate given the variability of inputs (one of which is a proportion of students who are highly able).  A better proposal seems to me to be equality of opportunity, insofar as we can manage that, in a single school.  An implication of this stance is that we don’t want gifted students to be disadvantaged by a failure to cater to their individual needs.   

Investing in the talents of young people resonates with Biblical mandates.  Indeed, Jesus’ Parable of the Talents praised those servants which used them to maximise their value (a talent in the Classical Age was actually a very great deal of money) and criticised the servants who let the talent sit inert.  Jesus said to the servant who multiplied the investment from five talents “Well done, good and faithful servant.  You have been faithful over a little; I will set you over much” (Matthew 25:21). 

Now to enter the home straight and bring all of this to bear on Shore.  A few principles need to be enunciated at this point: 

• There are not as many students who are genuinely gifted and talented as people might imagine.  Gifted and talented is a higher category than those who are simply very able.  Parents are not always objective observers(!) and some in schools are given to advocating a case for their children where the evidence does not support it.  Ardour from parents who are convinced their child is gifted is short of actual evidence!   Gifted students may comprise 1% of the population of young people in schools.  This is not to suggest for a moment that students who are very able should not be recognised and have their capacities extended.  Indeed, we would want that for students at all levels.  An example may assist:  at my last school one of our students gained admission in the top 1% of applicants to American universities.  This was highly creditable.  However, he was in Year 7 at the time!  More than that, he was a triple accelerant and on age should have been in Year 4!  That is a clear instance of genuine giftedness, in fact across all his subjects.  He sat the HSC at the age of 15.  At Shore, we have a significant enrolment of students who are highly able and some who are genuinely gifted.  Our desire is to support and extend them all. 
• At Shore we encourage our staff to undertake further training in gifted education.  While this can be achieved through a Diploma or, indeed, a full Masters degree, at least the main rudiments can be conveyed through Mini-COGE (a short course in a Certificate of Gifted Education through the University of NSW).  In fact, quite a few of our staff have done this. 
• There is already effective extension provision for our identified High Potential Learners, through creative and robust programmes organised by Ms Geersen in our Prep School and Mr Massey in our Senior School.  These splendid initiatives are amongst the best kept secrets at Shore.  I have asked that our community be informed by shortly placing some of this information on our website. 
• In some schools the attention to gifted students is focused entirely on external competitions they may enter.  I regard these as very helpful but I also prefer to see differentiated attention by way of extension to such students within the regular classroom.  In many ways, Shore is implementing this through streaming of classes into top sets, such that the most able students, in the company of others so gifted, may “fly” academically. 
• Shore has far less of a problem than is experienced in most schools of gifted and highly able students “hiding”.  We have sufficient highly able students at Shore to normalise achievement and we celebrate excellence, whether in the realms of academic, co-curricular, sport or various aspects of citizenship.  Our academic results are almost invariably very significantly above any state norms.   

Gifted students?  At Shore we want to nourish, challenge and empower them.  The first step is to identify them.  Students with disabilities or who need special assistance?  We will give them as much as we can manage.  Students in the so-called middle, with neither spectacular gifts nor learning disabilities.  We see you.  We want to encourage you and give you the best education possible.    

Dr John Collier
Headmaster

Chaplain’s Chat

Remaining with people is a powerful and loving thing to do. From a simple act of remaining with someone until the lift arrives to the perhaps more challenging act of remaining with someone who is in a hospital bed. I am sure we have all appreciated when people have remained with us in life. It is a loving and caring thing to do and shows an outward focus on others rather than just on self.  

As we continue to look through the book of Exodus, we see that not only does God remember his promises, he rescues his people, and he remains with his people. This is tremendously encouraging for us as we are reminded that God is with us through life. He is with us in the good times as well as the tough times. While sometimes this might well sound like a nice sentiment, when we look at Jesus, we see that God indeed knows all about suffering. Misunderstood by family, rejected by his closest friends, unjustly accused of wrongdoing, declared guilty even though he was innocent and then put to death on a Cross. God knows and has experienced the same difficulties we have experienced in life. What an amazing God that remains with his people and who can say, “Never will I leave you, and never will I forsake you” (Hebrews 13:5).  

Rev Anthony Benn 
Chaplain 

Boarding Update

How Boarding has Changed over the Years 

One of the main messages I wish to share with all current and future members of the Shore Boarding Community is that the modern experience of boarding school life is very different from what it used to be. It struck me recently how outdated the public’s perception of boarding schools can be. I had a conversation during which someone mentioned the old threat, “If you don’t behave yourself, I’ll send you off to boarding school.” And it hit home that while this inaccurate perception still lingers, it couldn’t be further from the truth. 

Now, whenever I talk to both current and prospective parents and their children, I ask them to walk me through a typical day. They find that their day-to-day activities—waking up, showering, eating breakfast, attending class, participating in sports, having dinner, doing homework, and going to bed—are remarkably like what one would experience in a boarding school. The key difference is that here, they get to share these moments with their mates, day in and day out. Essentially, it’s their normal routine but enriched with a sense of community and camaraderie. 

When it comes to rules and structure, we’re not running a free-for-all. There’s discipline, but it’s the same kind you’d find in any home. If you don’t do your chores at home, your parents will get grumpy with you, right? We hold students accountable, but we do it within an environment that’s as close to a ‘home away from home’ as we can make it. When managing a group as large as 165 boys – that’s no small feat. Yet, we’re committed to making it work through structured activities, kindness, discipline and robust support systems, all geared toward the students’ wellbeing. 

While most students thrive in this setting, we understand that it’s not for everyone. And that’s perfectly okay. We’re not in the business of convincing anyone that they must enrol their child in a boarding school. If a student wants to be here, fantastic—let’s make it happen. 

In summary, the boarding school of today is a far cry from its historical reputation. It’s an environment filled with kindness, support, and a myriad of activities aimed at comprehensive development, both inside and outside the classroom. So, if there’s one message I’d want to emphasise, it’s this: modern boarding schools are not what they used to be—they’ve evolved into nurturing, enriching communities where most students don’t just survive; they thrive. As boarding educators, we must actively work to dispel the myth and negative narrative surrounding boarding school, as the promise and positivity it holds are large.  

Week 8 Wrap 

A few boys headed out to Ravenswood on Friday night with Hodges House to take on the heavily choreographed Ravenswood team in a lip sync battle. We have some work to do, boys! Those who stayed in on Saturday night got stuck into a Mr Lane inspired butter chicken recipe, which turned out to be a massive hit. Then it was off to the Inter-house Trivia Competition with the team of Jack H, Sam A, Louis C, Gideon KP, Digby H, Oli G and Will J, storming home with the win by a single point!  Great fun was had by all. The beautiful weather on Sunday called for a BBQ lunch with some scotch fillet steaks and sausages after a bit of touch footy on the oval. 

Although the calendar will tell you there is no formal School Sport at the moment, it hasn’t stopped some of the boys from getting involved. The Rowers are back out on the water with a number of Robson Boys representing. Adam A has begun his 2023 basketball campaign with the exciting news of being selected in the 2nds. A great achievement. 

A huge shout out to Atip N, who was awarded the Bronze Medal for 3rd Place in his Taekwondo Division…a great performance all season from Atip. 

Spotlight on Hugo

I have been at Shore since Year 9, when I arrived from Kinross-Wolaroi  School in Orange, NSW. From a very young age, I have always had a big interest in every aspect of boating and what it has to offer; I have grown up around boats due to a shared interest with my dad. From the moment I was strong enough to hold a rod and tall enough to see over the bow of the boat (without standing on a chair), I have always thoroughly enjoyed every experience I have ever had on a boat, even if the weather is bad. Recently, I got an early entry offer from the University of Tasmania to study Nautical Science. After I have finished this course, I hope to find an opportunity to become a captain on a large vessel. The motivation for me pursuing this career comes from my growing up around boats – my whole family have always been into boating, so it came naturally to me. 

I have faced one main challenge along the way in finalising my choice of career – when I first started to consider the idea, the main issue that I faced was a lack of information about the industry and how to get into it. Thankfully, I have some family friends who are in the industry, and they were able to educate me about it – I am seriously thankful for them, and I am really looking forward to pursuing this career. 

When I first started Boarding back in Year 9, I didn’t always do the right thing. I gave my teachers and the staff here a pretty hard time every now and then. It is really satisfying now to have overcome that little black spot in my boarding journey, and it proves that with a bit of hard work, a clear goal and lots of determination, anyone can achieve great things. 

Hugo J 
Year 12 

Ravenswood vs Shore LipSync Battle 

Friday evening, the annual LipSync Battle was held between Ravenswood and Shore. The evening was a captivating showcase of talent, creativity, and sheer enthusiasm as boarders from both Houses competed to be the ultimate LipSync performer.   

This year was Ravenswood’s turn to host, and they certainly made every effort to make us feel welcome, right down to the billboard sign welcoming Hodges House as we entered the School. 

The evening started with trivia in year groups and was followed by a BBQ dinner. Both provide great opportunities to meet and engage with our would-be LipSync opponents. 

Special thanks to Ravenswood staff and girls for making the evening a wonderful success. Thank you also to all the Shore boys for their attendance and spirited performances. Well done. 

If you are interested in weekly Boarding, please contact Director of Boarding, Mr Roland directly at boarding@shore.nsw.edu.au.

Introducing our Boarding Virtual Tour  

Boarding allows students to engage and experience all that Shore offers. Not only do the boys receive access to a high-quality education and world-class facilities, but they also gain a community that fosters independence and self-reliance, preparing them for success outside of the School.  

We understand how difficult it can be for regional families to get to the School for a tour; therefore, our virtual tour is designed to give families interested in Shore Boarding the ability to see inside School House and view our fantastic facilities without travelling.  

Old Boys’ News

We are thrilled to share some exciting news from the Shore Old Boy community!

In June 2023, two outstanding individuals, Harry Waugh (‘17) and Mark Lovell (‘15), were honoured with Ramsay Scholarships for their remarkable achievements and dedication to their fields.

These scholarships hold the promise of illuminating pathways for students within the School and Old Boys, inspiring them to pursue post-School education on a global scale.

Harry Waugh, a Sydney historian and distinguished University of Sydney graduate with First Class Honours and the University Medal in History, is embarking on a profound journey. He is set to pursue a Master of Philosophy in British and European History at the esteemed University of Oxford. Harry’s focus on allodial land and its connection to Indigenous peoples’ spiritual ties to the land is truly inspiring.

Mark Lovell, a dedicated English teacher, holds dual degrees from the University of Sydney and is completing a Diploma of Biblical Theology with Moore Theological College. Mark’s journey continues with a Master of Arts in Liberal Arts at St John’s College, Annapolis, Maryland, where he will be mentored to secure a meaningful internship in Washington, D.C. His passion for character formation and academic writing education is commendable.

The Ramsay Postgraduate Scholarships, aimed at supporting young Australians in exploring Western Civilization, stand as a beacon of intellectual pursuit and cultural appreciation.

The photo captures the proud moment at the award ceremony in June 2023.

Join us in congratulating Harry and Mark on their remarkable achievements and wishing them boundless success in their academic journeys.

AAGPS Athletics

Each year, the major AAGPS Sporting events provide an opportunity for the boys of the School to come together to show support for their School and our athletes.  

All boys in Years 8, 9 and 10 are required to attend the AAGPS Athletics on Saturday 16 September.  

Boys in Year 12 are welcome to attend.  

A train has been arranged to transport boys to and from Homebush, with the cost added to boys’ next fee statement. Boys are expected to wear School summer uniform (no coats or boaters) with their yard hat or a blue Shore sports cap. A separate communication has been sent home to parents with more specific details. 

Dr A S Mansfield  
Deputy Head Operations 

This Week We Thank

This week, we take a moment to thank our enrolment team for their tireless efforts in shaping the future of Shore. This team is the backbone of Shore’s growth and success, led by Mrs Scott and assisted by Ms Chapple and Mrs Holliday. Their dedication ensures that each new student experiences a smooth and seamless transition into our School community.  

We appreciate their exceptional efforts in liaising with future parents, answering their questions, and providing them with the information they need to make informed decisions. This team makes our School tours and Open Days possible, providing a window into Shore’s vibrant, enriching and holistic educational experience. 

Your dedication and expertise are evident in every step of the enrolment process, from handling applications to assisting families with inquiries. Thank you for your unwavering commitment to helping students and their families become a part of the Shore community.

Emotionally Intelligent Parenting

Tuning in to Teens

A six-session parenting programme for parents of students in Years 7 to 10. 

Would you like to learn how to: 

• be better at talking with your teen 
• be better at understanding your teen 
• help your teen learn to manage their emotions 
• help to prevent behaviour problems in your teen 
• teach your teen to deal with conflict

Tuning in to Teens^TM shows you how to help your teen develop emotional intelligence.  

Adolescents with higher emotional intelligence: 

• are more aware, assertive and strong in situations of peer pressure 
• have greater success with making friends and are more able to manage conflict with peers 
• are more able to cope when upset or angry 
• have fewer mental health and substance abuse difficulties 
• have more stable and satisfying relationships as adults 
• have greater career success – emotional intelligence may be a better predictor of academic and career success than IQ! 

Where: Shore Senior Campus 
When: Thursdays, Weeks 2 to 7, Term 4 
Time: 8:00am – 10:00am  
Contact: Madeleine Wilson (School Psychologist), mwilson@shore.nsw.edu.au  

Spots are limited, so get in early! 

Sony Camp Cocktail Party

Date: Friday 13 October 2023
Time: 6.00pm – 9.00pm
Venue: Shore Library Terrace
Tickets: trybooking.com/CKUGG

This event will be hosted by Year 11 students from Shore and PLC Pymble. The camp is a remarkable experience for children aged 7-14 years who have disabilities, and offers them an immersive and inclusive camp experience.  

Using the Shore grounds and Boarding Houses, this camp offers respite for families whilst providing a safe and nurturing environment for the campers.  

Funds raised will go towards professional medical care, food, excursions and special equipment for the campers. We hope to see you all there.

Careers News

There has been a flurry of activity in the Careers Centre this week, with students applying and gaining entry to university courses across ANU and Macquarie University. Congratulations to those students! Students who attended university Open Days have been providing fantastic feedback as to how helpful they are in learning and experiencing a range of post-school options.

Sydney’s New Careers & Employment Event will open on 8 and 9 September 2023, at the Hordern Pavilion, Moore Park. The Expo will showcase over 100 organisations and employers with career opportunities for all ages. Entry is free. The event is for school students, parents, teachers, graduates, job seekers, people looking for courses and workers seeking new training options. Find out more information at: careersemploymentexpo.com.au/Sydney.html

Year 12 Students 
Congratulations on finishing your trials! Now is the time to ensure university, college and scholarship applications are complete before the Term ends so we can assist with any queries before the school holidays.

Please see important dates below: 

Congratulations Dominik

Congratulations to Dominik Mautner (Year 12) for achieving the ADF Long Tan Youth Leadership & Teamwork award and coming in the Top 10 in the Year 11 & 12 Trailerblazer Awards.

What are the ADF Long Tan Youth Leadership & Teamwork Awards?

The ADF Long Tan Youth Leadership and Teamwork Awards commend students for demonstrating leadership, teamwork, and essential Australian values in both school and the broader community.

What are the Trailblazer Awards?

The Trailblazer Awards celebrates Year 11 and Year 12 students beyond their ATAR, recognising those who have overcome personal challenges and used their final year of school to positively impact their community.

Dominik – A Trailblazer in Youth Health & Sports

Dominik’s contributions to youth health include pioneering peer-health support concepts and publishing research. As a top figure skater representing Australia, he’s earned multiple titles. With aspirations in Medicine, Dominik aims to combine Preventative Medicine, Genetics, and Medical Ethics. 

National Science Week Presentation

Presentation to Year 10 from Mr Dan Bowen, Technology Strategist, Microsoft.

During Science Week, Year 10 had a presentation by Microsoft’s technology strategist, Mr  Bowen. The presentation gave snapshots of what working with new technology will look like in the future. He mainly focused on Artificial Intelligence (AI) and how it could be used as a tool to complement and transform a wide range of technologies. He noted that public fear of AI is understandable, especially with Sci-Fi movies always portraying AI as the villain, and he stressed the need for regulations and compliance. His examples of using it for good began with the combination of AI and facial recognition for the preservation of the world’s rarest species and then introduced Microsoft’s latest project, ‘AI for Earth’. This project plans to combine the world’s largest environmental data set with AI-like technologies, using the latest data storage (i.e. the cloud), to allow scientists to answer global issues. He got us to imagine a world where AI told us how to save the planet and gave hints about our potential role in its success. It made us feel that the technology that we are growing up with will be the tool our generation utilises. He then re-grabbed our attention with how AI is making gaming better, and naturally, the audience sat up straight. With a bit of a pitch for Microsoft’s Xbox engine being better than Sony’s PlayStation hardware (over the long term), he then leant in the possibilities of quantum computing. A limitation of quantum computers is that they function under extremely low temperatures, and so will likely never be as accessible as our current ones. However, Microsoft’s partnership with Sydney University could potentially give the public access to this technology, via the cloud. As the presentation closed, questions from the crowd mostly centred on quantum computing. I personally want to thank Mr Bowen for giving up his time to give us students some new and encouraging ideas about what work we might pursue beyond school. No doubt that with subject selections coming up, more Year 10 students will be thinking about science.  

James Thompson
Year 10

Smart Science House Quiz

Two weeks ago, schools around Australia celebrated National Science Week, and Shore was no exception, with activities ranging from scavenger hunts to egg drops. One event was the annual House Science Quiz competition. The competition works like this: Three people from each House, one Year 7 to 8, one Year 9 to 10 and one in Year 11, are asked questions by Mr Byrnes. If they know the answer, they slam their buzzer. -5 points if the answer is wrong, +5 if the answer is right, with the most points at the end win. Simple. Until he started asking questions. The questions were difficult, ranging from general knowledge of famous scientists to obscure terminology.

The competition started with six rounds of 15 questions. Mathers and Burns narrowly secured their round win by one question, while Eldershaw and Anderson won theirs by two questions. However, Tiley and Wight mopped the floor with their opponents. The victorious Houses in the first round went on to compete in the semi-finals. The winner from each would compete in the final, while those who won 2nd place from each semi-final would face off for the final spot.  

The semis started with a series of 20 tough questions, ranging from biology to geology. The three teams, Tiley, Mathers, and Eldershaw, lost many points at the beginning, especially Tiley, getting three questions wrong. But as the semi-final went on, Tiley managed to creep back up to first, beating Mathers by a slim margin. In the second semi-final, Burns, Anderson, and Wight had a close round, with no clear winner until the last question. Right at the end, Burns hit on a streak, allowing them into the finals. Whight House then was pitted against Mathers in a rapid-fire round. It was Mathers who narrowly won to face Tiley and Burns in the final. 

As the teams took their seats, the tension was palpable. That didn’t stop Mr Burns from asking the toughest questions yet. Mathers and Tiley answered question after question, getting up to 65 points each by the end of the round, resulting in a tie. There was one final question to decide the winner. If the team who buzzed first got it right, they would win; if wrong, they would lose. The question came, and Mathers was slightly faster than Tiley. Mathers said their answer. Mr Burns paused. And said ‘Incorrect’. 

Tiley had won for the second year in a row, carried by Alan Li (Year 11). Thanks to Mr Byrnes and Mr Jones for organising and running the House Science Competition (And thanks for all the chocolates!). 

Digby Wood  
Year 8

Top image: Only one question separated Tiley and Mathers, but everyone had fun.

Holiday Workshops

Holiday Workshops will be offered from Monday 25 September, to Year 12 boys for the upcoming school holidays. These have proven successful in providing boys with structure that complements their individual study programmes.  

Each three-hour Holiday Workshop session will consist of coverage of important HSC topics in that subject. A mix of strategies will be used in order to maximise learning: revision lecture, structured tutorial and discussion. Workshops will generally be limited to a minimum of seven and a maximum of approximately 20 boys. A fee of $70 (incl GST) will be charged per workshop, which represents excellent value compared to externally run HSC lecture courses. Boys are encouraged strongly to make good use of the workshops and are expected to stay until the end of each workshop.

A selection form will be handed to each boy in Year 12 and is to be returned to Ms Ducrou, Executive Assistant to the Deputy Headmaster – Academic. Boys may choose as many sessions as they like. Every attempt will be made to accommodate all boys, but it might be necessary to restrict the number of boys in a particular workshop, depending upon demand. This will be done on a first come, first serve basis. 

Charges will be made to the next fee statement on a no-refund basis.   

A list of all available workshops is available through the school’s portal, Lampada.

Boys will not be required to wear school uniforms.

Boys are not encouraged to drive to school for the workshops. However, if they do drive, they are not allowed to park on school property under any circumstances.

We do hope that each boy will participate in the workshops, which, according to boys in the Classes of 1999 – 2022, contributed well to their success at the HSC examinations.

Mr I M Middleton
Assistant to the Deputy Head Academic

From the Music Department

Congratulations to…

… Tim Wong and Eric Yoo (Year 12) who submitted their final HSC compositions this week to NESA and to Thomas Adamo, Toby Campbell, William Curran, Marcel Ewen, Billy Fennessey, Matthew Scougall, Lachlan Walter, Tim Wong and Eric Yoo, who had their HSC last Tuesday for Performance and Musicology.  

… Daniel Hone and Christian Liu, who played in their Flute Studio Concert last Friday.  

Year 12 Family Service – Sunday 10 September

ForeShore will be singing at the Year 12 Family Service held on Sunday 10 September. The service begins at 9.00am, and all choristers will be required from 8.00am in the Chapel.  

Spring Concert – Tuesday 12 September 

This year, the Spring Concert will be held at Chatswood Concourse on Tuesday 12 September, at 7.00pm, with a pre-concert at 6.30pm. Rehearsals will be held during the day, and the schedule can be seen below. Tickets can be purchased here: theconcourse.com.au/event/shore-spring-concert

Co-curricular Music Function
Thursday 14 September  

All co-curricular music parents and students are invited to the Music Function on Thursday 14 September, in the Hawkins Foyer from 5.30pm – 7.30pm. Finger food and drinks will be served. Tickets can be purchased at: trybooking.com/1107007. This is a wonderful opportunity to farewell the Year 12 Co-curricular Music students and thank them for their contributions to Music at Shore. Cost is $30 per adult and $10 per student. 

Year 7 Exhibition – Tuesday 19 September
Save the date 

All Year 7 students have been composing pieces in their classes as part of their Music coursework. On Tuesday 19 September from 5.30pm – 6.30pm students will be presenting these compositions to the Shore community. This is a compulsory event for all of Year 7, and all community members are welcome to attend. The event will be in the War Memorial Hall, and all Year 7 students are required from 4.30pm with their laptops charged. 

Sydney Organ Competition – Monday 2 October 

On Monday 2 October the Sydney Organ Competition will be held at Shore. For further details, please contact Mr Robert Fox, the School organist at rfox@shore.nsw.edu.au. 

Upcoming dates 

Mrs K Barber 
Head of Music 

In Defence of Nationalism

The Embrace of a Nation is a Warm One

M. D. Kwak

OUR ERA OF INDIVIDUALISM HAS ELEVATED THE “SELF” to the pillar of morality, truth and identity in an unprecedented manner. While the nation state lives on, it is a mere shadow of the ancient Greek city states, or the unified terror of Imperial Japan. In many ways, that has been a vastly good thing. For when the tyranny of the state wields a repugnant monopoly over life and death, or controls the system of values and morals, it is always the most vulnerable individuals who pay the price.

Nationalism will forever have the nasty connotations of conflict and genocide attached to it and it’s not surprising following the events of the 20th century. The reign of Hitler and his Third Reich will forever be the example of nationalistic-fuelled genocide while the Cold War and its proxy wars continue to face diatribe as having been a pointless, neo-colonial powerplay. And nationalism is correctly blamed in many of these instances. Often, a nationalistic desire to prove your country’s greatness (and often in comparison to other nations) sparks a trail of destructive conquest and deeply harmful ‘othering’.

Nationalism may seem indefensible and morally deplorable, but I write this piece in defence of it. Nationalism is more than Western colonisation or the territorial conflicts of nations. It’s also the green and gold on the sporting field; the silence that commemorates our fallen; the constant voice that urges a nation that they can and must do better – to honour the legacy of those that came before. Nationalism can be a force of good when it is not used to excuse our poor behaviour, but rather to hold us up to a standard of excellence and righteousness. Nationalism can be myopic, but it can also be the pair of spectacles that restore our clouded vision and guide us towards a better future.

The regression of nationalism has been met with a curious mixture of heightened socio-political sectarian divisions and the re-emergence of the individual. 

But no man is an island, entire of itself. 

A unifying framework is vital. The embrace of a nation feels proud, powerful and beautiful. It has the potential to transcend ethnic divisions. To see past political ideology. It can accept and embrace differences without the nefarious desire to prove superiority along some arbitrary metric.

But there are two important caveats. The first is that moderation is crucial. The power of the nation must not subsume the liberty and welfare of individuals. We must not reduce ourselves to a monolithic mob, or worse as figures on a datasheet that retain value, in so far as we serve the national interest. Regardless of the nation state, the individual ought to live with inherent value and dignity.

The second caveat is that a positive conception of nationalism is contingent on its citizens. Indeed, as citizens ourselves, we cannot mindlessly grasp onto some narrative of nationalism that politicians or media pundits feed us. Rather the nation starts from the individual, from our communities, from our intertwined network of friends and family. We must build our nation into one we can be proud of, with values that inhere to the universal dignity of humans and above all, one that is unifying and inclusive to everyone both far and near.

There’s Always Something

Don’t Worry, We’ll Be Okay

B. N. Dent

WHY IS IT THAT, THROUGHOUT THE COURSE OF HUMANITY, we have always held a fear of the impending apocalypse, often regarding it as a certain end? Why can’t we just be content with the way things are and hold hope for the future of our own lives in addition to the longevity of humanity? 

Historically we can observe the persistent prevalence of this phenomenon: Biblical views of the apocalypse are expressed in the book of Revelations, ancient Greek authors envisioned the annihilation of the world, during the reign of the Roman empire there was a belief that the world would be reborn following a global cataclysm, and the list goes on. It’s somewhat astonishing how fixated we are on the potential demise of our species, especially in a world that encourages open-mindedness. The rationale behind this obsession that we entertain, can be answered by looking into our evolutionary path as a species as well as the underlying emotional and cognitive processes of our brains. 

From an evolutionary standpoint, along with a variety of other mammals, humans have been able to thrive due to our better-safe-than-sorry approach to survival. This mechanism has impacted the way we operate in that we are always looking for danger, and if it is not visible, we will create virtual projections or speculations of the most probable imminent danger. Our perpetual preparation in response to these projections has indeed enabled us to be ready for potential threats. However, in certain instances, this attribute has resulted in excessive or irrational readiness. In the case of the Aztecs, for example, human sacrifices were made to provide nourishment for the Gods. For if the gods were left unnourished, the sun would cease to rise, and the world would end. Now, maybe the Aztecs were right, and since their demise in the 16th Century, up until now, there have been people who have been regularly making sacrifices to prolong our existence. But let’s face it: the odds suggest that hasn’t been the case. And I think that these unreasonable fears, stemming from our evolutionary cognitive processes, are reflected in contemporary Western society where our heightened level of security on a day-to-day basis has created the landscape for apocalyptic fears. 

The prevailing apocalyptic concern today revolves around the prospect of our world becoming uninhabitable in the near future due to population-inducing resource depletion and intolerable temperatures caused by global warming. But given our historical track record with apocalyptic concerns, should we really cave to this fear?

Let’s look at the first issue. The main apprehension surrounding overpopulation is that, in time, our levels of resource production will not be sufficient enough to keep up with the rate of population growth, and as such individuals will not have access to necessities such as, food and water, thus leading to a large portion of the population dying. Although this has been observed on smaller scales, present fears of this taking place across the globe are predominantly Malthusian in nature and ultimately incorrect. When I say Malthusian, I’m referring to ideas in alignment with 18th Century British economist Thomas Malthus.

Malthus was best renowned for his theory relating to population growth which essentially stated that population growth, would inevitably outpace agricultural output, ultimately resulting in famine and other catastrophes until the population was reduced below a sustainable level. However, the Malthusian model was wrong, predominantly on account that it failed to consider the inherent level of adaptability present in humans. When applied to less intellectually advanced biological organisms, the Malthusian model finds success. For example, when mould is placed in a petri dish containing agar, the mould will multiply until it has consumed all of the agar, and then it will die. However, due to the innate level of adaptability present in humans, we are able to create solutions to problems of scarcity and ultimately further the prominence of our race. It was in this regard that the Malthusian model influenced Darwin’s theory of natural selection in that limited resources place pressures that force species to adapt, with only the fittest prevailing.

Thomas Malthus after dropping some mid theories.

With respect to global warming, there is no denying the objective statistics that demonstrate an increasing trend in global temperatures over the past century, and it is clear that the ramifications of failing to reduce our carbon emissions and the subsequent effects of global warming would be disastrous. So, in assessing the roots of our current apocalyptic fears, there are both irrational holes and logical points of concern. If we want to truly thrive in the future, it is imperative that we exploit the most valuable commodity of them all – human intelligence. Our world has 8 billion people, meaning that there are 8000 people who are 1 in a million, and if we are able to use this collective intelligence, there is nothing we can’t overcome. So stop worrying. The sun will rise tomorrow.

fx-8200 AU

The Most Educationally Relevant Cop Or Drop of The Year

A. J. Li

NESA RECENTLY RELEASED THE NEW fx-8200 AU IN JULY. Marketed as the “ideal” scientific calculator for students and with a plethora of new functionalities that have somehow still allowed this calculator to make it onto the approved NESA list, does it actually live up to the hype? Should you consider getting it yourself, or is it just a simple reason to cheat on your current calculator?

Starting off with functionalities, the fx-8200 AU boasts an expanded list from existing NESA approved calculators.

The fx-8200 AU really is a step up from the fx-82 AU PLUS II (2nd Edition) model. It contains all the functionalities of the fx-82 AU PLUS II calculator models, and then some. New functionalities that stand out are the exact value output ability and the logarithms of any base. Long gone are the days of having to use change of base law when using your calculator, and trigonometry has also gotten slightly easier with the ability to view outputs in exact values and being able to work in terms of pi, instead of that annoying, irrational decimal vomit. 

Another functionality worth mentioning is the new function table, where you can define f(x) and g(x) and then compare/evaluate values for each extremely quickly and easily, making graphing questions and composite function questions much easier. All in all, this calculator is in a league above others in terms of functionalities and it is a wonder it is NESA approved.

Examples:

Functionalities: 10/10 

Now, considering the price of this calculator, the fx-8200 AU is modestly priced at $50. This is excellent pricing for a new calculator with all these bells and whistles, especially when compared to veteran models such as the fx-82AU PLUS II 1st and 2nd editions, $40 and $45 respectively, which most boys currently use. At this price of $50, it seems like an easy decision from this point of view. Why buy an older model of a calculator for $45 when you can get the newest one for just $5 more? In terms of functionalities, it even beats out the fx-100 AU PLUS 2nd Edition, which costs even more than the fx-8200 AU at $55. This of course assumes you are currently in the market for a new calculator. For those who are content with their current calculators, the appeal may be slightly soured, but it is definitely still there nonetheless (especially if you don’t currently use a NESA approved one)! 

Price: 8.5/10 (higher means better priced)

In terms of aesthetics, which is obviously of paramount importance when choosing your calculator partner, the fx-8200 AU does not shine here in my opinion. Looking like a bit of a brick, it feels like the calculator can’t decide whether it wants to give a circular and rounded aesthetic or a square and rectangular aesthetic, instead opting for a somewhat strange melange of the two aesthetics. The colour palette is basic and quite muted, with contrasting dominant colours of black and light grey with accents of royal blue. The printed symbols also feel a bit thicker and bolder compared to other calculator models, making this calculator somewhat lacking in elegance and refinement. Furthermore, the case has quite a large ugly clip at the top which adds to the calculator’s lack of sleekness. The aesthetic of the calculator does seem like one that will grow on you with use and given time though, so perhaps all is not lost in this regard.

Aesthetics: 2/10

Finally, in terms of usability and user experience, the calculator also has its pitfalls. Many of the buttons are in different places compared to the veteran models and while this is not necessarily the calculator’s fault, it certainly will make transitioning to it more difficult and at times frustrating. Furthermore, essential functionalities sometimes don’t even exist on the main buttons panel, instead you’ll have to navigate through the calculator’s “catalogue” to use the functionality you would like, examples being factorials, absolute values, permutations and combinations. However, it would be unfair to say these changes are entirely negative since these buttons have been replaced with arguably more useful buttons such as the “variable” button where you can define your own variables, and the “function” button where you can define your own functions. The buttons on this calculator are also harder to press when compared to other models given their perfectly circular nature. The case also seems like a massive step backward where you will need to fiddle around with it and clip it on instead of just sliding it back into place as you do with current models. All in all, this calculator seems trickier to use when compared to veteran models.

User experience: 4/10

The fx-8200 AU is shaping up to be a real game changer in the world of HSC calculators with a plethora of useful functionalities at a fair price. However, it suffers from some aesthetic and user experience issues which may cause some people to hesitate when purchasing it. Overall, in my opinion, this calculator is a cop, with its value increasing the closer you get to Year 12

Final verdict: COP

Paytar: Tutoring’s Role In HSC Success

Tutoring Or No Tutoring, Do Students Need Extra Help?

H. A. G. Longstaff

LONG BEEN KNOWN AS THE PAYTAR, IS THE HSC PAY TO WIN? It is outrageously common for students, especially in their last two years of high school, to engage in large amounts of external tutoring to aid them in academic success. Many parents of students would spend upwards of $5,000 annually for tutoring for a singular subject alone. Although this may be helpful for students who may need extra time to grasp concepts, does tutoring inhibit students’ ability to acquire problem solving and critical thinking skill sets of their own?

No matter the extensive amount pupils may spend on tutoring, all students will sit in the exam hall alone and will be required to draw on their individual skill sets to attain success. Often the students achieving the dux of a year or the mythical and enviable 99.95 ATAR are not the ones who received copious amounts of external helping hands but rather are those who simply outwork and out-study their competition. Despite the adage “Hard work beats talent”, there is doubtless large amounts of talent required to receive such a high mark. It is undeniable that external tutoring may “buy” students a few extra marks, but establishing the ability to transform information into a cohesive argument will much more effectively ensure success in the HSC and beyond.

Many students at Shore participate in the popular HSC tutoring program, CoWorks, which is known to provide feedback and tutoring for every subject.  The program requires students to have twice weekly stints in their Mosman office doing supervised study and receiving worksheets and feedback. The CoWorks team also provides exemplar essays and in-depth feedback on student’s assignments and practice essays. There is no uncertainty that this program is a very extensive form of tutoring, and it has provided some impressive results, with most students scoring well above 90. In fact, to become a coach at CoWorks you need to have scored a minimum 95 ATAR. However, this does not come at a low cost. One year of the minimum HSC CoWorks required sessions costs 10,560 per year!

Especially in a school such as ours, where there is a plethora of Study Centres and resources that students can access every single morning and afternoon of the week, surely tutoring is not a necessity. Simply, students at Shore should not feel the need to spend considerable amounts of money on help that is already offered on a large-scale within the gates of School. Often our own teachers will be more up-to-date with changes in syllabus requirements and are highly skilled and possess an in-depth knowledge on their chosen subject matter. For instance, many of the highly skilled teachers at our School have attained PhD’s and have many decades of teaching experience. The skill sets that come with such a high level of both experience and knowledge are rarely exhibited by a personal tutor.  Ultimately, tutoring is overwhelmingly popular for a decisive reason. It works. Frequent tutoring for a student’s worst performing subject will almost always result in better marks. But is tutoring a panacea for bad grades? Certainly not. The HSC requires copious amounts of study and hard work in order to receive a competitive ATAR, and while tutoring may well help students better understand topics, it simply cannot replace hard work.

GPS Debating Round 6 vs SBHS Report

J. G. Nicholas

LAST FRIDAY, SHORE HOSTED SYDNEY BOYS ON TOPICS loosely related to ‘Media, Culture and Entertainment’ and the boys edged out their opponents in 8 of 13 debates in a close night of debating.

The 7As negated the certainly interesting topic that ‘That Disney should stop making remakes of classics and just make new material.’ Improving every week, the boys established a case centred on the importance of maintaining balance between classics and new material, with Eddie Godfrey starring at 3rd once more. Unfortunately, the 7Bs went down despite solid speeches from all speakers, needing to work on their point allocation and prep room skills. Rounding out a constructive night for the Year 7s, the C’s snatched a win coloured by James Allen’s wonderful speech. 

Also negating a movie-related topic, the Year 8s won a trifecta of debates on ‘That the rise of Marvel has been bad for the movie industry.’ A debate with good engagement from both sides, Lucas Zhou was the standout speaker for the A’s. The B’s did a good job at redirecting the debate away from their opponent’s desired stakeholder as Thomas Hilmer starred at 3rd negative. The C’s narrowly defeated their opposition in a debate that could’ve done with some more comparative analysis and examples to navigate their assertions, but a win is a win, and 3 against SBHS for the Year 8s is certainly an achievement to be proud of. 

Negating the same topic, the Year 9s were equally successful, with both the A’s and B’s securing decisive victories in spite of their opposition’s eloquence. A clear victory for the better-prepared team, the A’s gave tangible benefits to the film industry, with first and second mechanising well on substantive about more money being pumped in and diversity in film respectively. These benefits held for the entire debate as the lads completely shut down some questionable substantive concerning viewers instead of the industry. Notably, Tom Gray ended his 3rd speech with ‘with great power comes great responsibility,’ a stroke of genius in the scope of the debate. Jaeyun Koh led the way for the B’s as his integrated substantive and rebuttal at 3rd was decisive, an example of the value in listening to Jimmy’s Playfair speeches and integrating his advice. 

Converse to the success of the Year 8s and 9s, the 10A and B’s went down negating ‘This house opposes the rise of the true crime genre.’ Most definitely the harder side of the topic, the A’s struggled to establish effective substantive and lost in a competitive debate. The B’s debate was marred by clashing characterisations of the true crime genre. Ethan Nam effectively set up the debate at first, but it wasn’t enough to overcome the strength of their opposition. 

Sorely missing the 4ths after a cowardly late afternoon exit from their SBHS counterparts, the Opens negated the topic ‘This house, as Mr Brown would not allow your family to bring the bear home,’ with the attached information slide:

‘You are Mr. Brown, a cautious insurance broker living in the centre of London with your wife and two children (16 and 13). You love your family and want them to be happy but are constantly afraid of any harm coming to them or your home, meaning you limit some of the things they can do.
You are walking through London Paddington train station one night where you discover a Bear looking for a home. The Bear can speak fluent English and is able to converse well with you and your wife. The entire family (including yourself) have taken a liking to this Bear and your wife suggests that you offer him a home. As no one else is around, security would most likely take possession of the Bear, and call the appropriate authorities to take him away. To where would the Bear go? You do not know.’ 

Navigating yet another chapter in the GPS’ topical experimentation, the 3rds undoubtedly had the harder side to argue but still gave an outstanding performance across the bench and were unlucky to lose in a close contest. Liam Chavdarov and Patrick Zhang spoke well at 2nd and 3rd, but they couldn’t overcome the strength of their opposition’s case. 

Daniel Kang was a particularly strong 3rd speaker for the 2nds whose rebuttals were direct and helpfully weighed the debate, but the lads needed to consider the long-term impacts that Mr Brown would be navigating and consequently lost the debate. 

Despite attempts at ‘rizzing’ the adjudicator with some questionable humour made by the opposition, the 1sts regained their winning ways with a good win that makes the Premiership a near certainty. Assisted by the extremes of the bear’s characterisation implicit with their attempts at humour, the lads effectively removed themselves from such polarising arguments and weighed out basically all of SBHS’ long-term substantive. The boys were intelligent in their use of certain details in the info slide like Mr Brown’s emotional disposition for the bear, and the unity of our speeches made it a decisive victory.  This week, Newington await the men in white and grey for the last debate of the season, as a win for the firsts would secure a long-awaited debating premiership.

Unmatched perspicacity, coupled with sheer indefatigability…

Whiplash

“I want to be great… one of the greats”.

C. N. Mathur

WRITTEN IN OUR HUMAN CODE IS AN INNATE DESIRE TO BE RECOGNISED; TO SUCCEED, whether that be through sporting success, academic accolades, social affirmation or through a multitude of endeavours. We all want to feel elite, at whatever we deem satisfying. This begs the question: what is our success worth, and what are we willing to undertake to achieve it? 

As a diehard member of Mr Dorich’s Stage Band, and an ardent jazz lover, I was initially drawn to Damien Chazzelle’s Whiplash, as a means to relax, enjoy some music, perhaps also enjoy an uplifting story in the process. Within a few minutes of viewing I ditched the popcorn and strapped in for an intense, unforgettable, cinematic experience; left with a stinging, ‘woah, that’s deep’ feeling (that seems to happen a little too often). Since then it has remained one of my favourite films. 

Whilst being full of subliminal social commentary, I’ll focus on the more apparent message of the film – what are we willing to do to achieve our goals, and to what extent are we willing to suffer for it (and for whom)?

The film, set in the fictional New York Schaffer Conservatory (based on Julliard), follows jazz drummer Andrew Neiman (Miles Teller), as he is driven to the edge by his tyrannical teacher, Terence Fletcher (J.K Simmons). Neiman’s desire to achieve perfection, in pursuit of Fletcher’s validation, spirals into obsession, threatening his sanity…

The film’s antagonistic band director, Terrence Fletcher, has become an underground Shore icon. With Fletcher epitomising the “success through suffering” narrative that seems to define how we approach our movement toward our goals – pouring our “blood, sweat and tears” in pursuit of success. 

Fletcher’s declaration, “there are no two words in the English language more harmful than good job”, is emblematic of his mentorship – an autocratic coach who doesn’t positively affirm his students; instead he provides an emphatic shove to achieve one’s desired goals. 

This kind of mentorship is a main driver for Neiman in the film, who seeks to gain affirmation from Fletcher. Neiman is tantalised with hope when Fletcher appears to acknowledge his potential, only to be torn down by his abusive methods of gaslighting and manipulation. Neiman’s continued suffering and pursuit of Fletcher’s validation is profound, and leads him to spiral into unhealthy obsession. 

Within the film, justification for Fletcher’s abusive teaching methods comes down to his interpretation of a common jazz anecdote about the nature of Charlie Parker’s success.

Charlie Parker (aka Bird) was a visionary in the world of Jazz, regarded as one of the greatest jazz saxophonists of all time. A young Charlie Parker was attempting to play an improvised solo, but lost track of the chord changes; as a sign of contempt, Jo Jones threw a cymbal from his drum kit onto the floor at Parker’s feet to get him to leave the stage (Chazelle dramatises this – Jones threw a cymbal at his head, which parallels Fletcher’s infamous chair throw). This supposedly led a young Parker to train for famously gruelling sessions, all this leading him to become ‘one of the greats’.

Outward interpretations of this story sense the underlying tragedy. Whilst Parker became a legend he tragically died at 34, plagued with a crippling heroin addiction and anxiety.

The ending of the film creates an uncomfortable catharsis: It is a victory for Fletcher, who now gets the glory of creating his own Charlie Parker, yet the psychological torment for Neiman getting to this point may be devastating… 

Ultimately, the ambiguous ending leads one to ponder the extent to which achieving greatness is central.

Whiplash has already established itself as a modern-masterpiece, with nominations for Best Picture 2015 and winning Best Supporting Actor for J.K Simmons. There is just so much to talk about with this film – I suspect I may write another article on it at some point!

The Matrix And The Rat Race

Should We Want To Escape?

C. N. Vujanovic

ESCAPING THE MATRIX, OR THE RAT RACE, HAS BECOME A POPULAR PHENOMENON in the past year. But what do we actually mean when we say the Matrix? And should we even want to escape the Matrix? 

Defining ‘the Matrix’ is in itself a challenge; we struggle to put what we mean into words. I believe this is because of the intermingling of two separate ideas. The first idea is the notion of ‘the Matrix’ as the ‘average life’, the common 9-5 job, or even ‘the government wanting to control us’. The second idea is that reality, as we understand it, is an illusion. 

In this article, because the former is particularly relevant, I will be considering whether we should try to escape the ‘average life’. To do this I will outline what the ‘average life’ looks like, and the benefits and costs of living the average life.

As I have detailed, the ‘average life’ looks like the 9-5 grind, the endless, and oftentimes meaningless striving simply to put food on the table, the simple striving to survive. The tired commuter we all know provides a clear image of the average life. Saying that type of living does not appear to be attractive would be an understatement.

The clear downside of living this type of life is that it may be mundane and boring. You grow up, get a job, a family, and the cycle repeats. As there are many other disadvantages, I will simply list them: 

1. Lack of flexibility
2. Limited autonomy
3. Creative constraints
4. Health concerns 
5. Lack of career growth

At this point I would imagine quite a few of us are drawing up our escape plan to free ourselves from the system that limits our very humanity. However there are several abstract benefits that are worth weighing in this discussion. Most significantly regarding the 9-5’s benefits is the ‘Hedonic Treadmill’. What this theory practically means is that if you escape the Matrix you begin to find other things that you otherwise found enjoyable, boring. 

For example, if all a Shore student does is play video games and scroll on TikTok, the level of happiness (corresponding to the dopamine released in their brain) will become their average. Thus, when studying (relatively less dopamine is released), they find it less enjoyable. In contrast to the Shore student who only studies because they do not have an understanding of the high dopamine released as one plays video games, they find the studying relatively enjoyable. 

In the context of the 9-5, if one is ‘living the life’ and escaping the Matrix they have a large amount of dopamine released from travelling the world and ‘living’, which creates a higher baseline for happiness. The high baseline is particularly relevant in the mundane interactions between family and friends that hence feel less meaningful to this individual. In other words, the escapee has skewed expectations of what is important due to the influence of dopamine on the brain. 

Not only are there profound short term impacts of this, such as a decreased meaning in relationships, but also long term impacts. Three main impacts are as follows:

1. Difficulty finding fulfilment in the long term
2. Escalating expectations for happiness which leads to long term disappointment
3. The inability to reach the heightened baseline of happiness leads to long term disappointment

Considering these on balance with the disadvantages of the ‘average life’, in my opinion, because the 9-5 has long term benefits, these outweigh the disadvantages. That is not to say that the 9-5 is for everyone. Rather, I hope to have demonstrated that the 9-5, the ‘Matrix’, is not as evil as it is made out to be by popular culture. Thus, I encourage everyone reading to consider what is in their best interests and the interests of those around them and make a decision accordingly. I encourage each and every Shore student to journey down whichever path they feel appropriate, yet ultimately never neglect connections and relationships. See, relationships are not an illusion,’ a glitch in the Matrix’, but are rather the realest thing in this world. Relationships are what uphold us and sustain us through all the shenanigans and mundanity of the chaotic world. Thus, hold onto them tightly as even if they are simply an illusion, they give us meaning, and value, and remove the mundanity of the ‘Matrix’.

Overpaid Athletes

Are Our Athletes Getting Paid Too Much?

A. J. Baker

WOULDN’T IT BE GREAT TO EARN $111 MILLION per year just to play the sport you love? Well, Lionel Messi, Lebron James and many other elite athletes would agree. Although they are extremely talented, it is hard to justify their salaries. Are our athletes overpaid?

Yes, some would argue that professional athletes are paid way too much. How is it that we live in a world where the average salary of an Australian teacher is AU$90,000 whilst rookie Australian NBA player Josh Giddey is able to sign a AU$42 million four year contract prior to his debut? If an individual is to be paid based on their value to society, it seems outlandish for basketballer Stephen Curry to earn the average firefighter’s salary for every basket he scores. Especially when one saves lives regularly whilst the other throws a ball into a hoop.

Although athletes are paid colossal sums of money annually, it is not entirely their fault. Leagues like the NBA, MLB and NFL bring in over $10 Billion USD each per annum. However, the way in which these corporations choose to divide their money could occur in a more sensible manner – Like allocating certain amounts each year to charities, emergency services or other ‘underpaid’ industries. 

Furthermore, it is fairly obvious that money has changed these athletes for the worse. To see players purely playing sport for the money is disgraceful and greedy to say the least. For example, in 2020 Victor Oladipo, an NBA player, rejected a AU$112 million four year contract but instead signed at the Miami Heat two years later for AU$2.3 million per year. Although $2.3 million is a gigantic sum of money his greed cost him a lifetime of financial freedom. Additionally, the average amount of games played per season has decreased, a pure representation of athletes overvaluing their worth to society.

Although our athletes are earning extensive sums of money, it is important to remember that these individuals are at the pinnacle of humanity’s athletic capabilities. Additionally, they are unlikely to earn much money before and after their professional sporting careers. The majority of athletes are only able to obtain 5-10 year careers due to injuries or age. These five years act as primary money making years to set them up for life. Prior to a sports person’s career they are likely training extensively and making great sacrifices to achieve the athleticism that must be required to compete in such prestigious leagues. Throughout this period it is highly unlikely that the athlete will even be earning any money at all.

Another key consideration is the great pay discrepancy between the best player and worst player within a league. For example, in Tennis the number one ranked player in the world, Novak Djokovic rakes in nearly $10M USD in earnings alone each year. However, the 1000th best tennis player, Michal Mikula earnt just $4,273 USD last year. Therefore, some would even argue that our athletes are even underpaid to an extent as $4,000 is clearly not enough money to live off whilst trying to pursue sport as a profession. I think it’s fair to say that our athletes are neither over nor underpaid; some would argue that pay equality should be implemented in the sporting realm, whilst others would strongly disagree. At the end of the day these athletes provide us with unrivaled entertainment and pose endless arguments about the beautiful nature of sport.

Tank Man and Political Corruption

Self-Government and Political Accountability

S. J. Walker

TAKEN ON THE 5TH OF JUNE 1989 by American photographer Jeff Widener, this image was smuggled out of China in a box of tea. Many of you might have seen this photograph before, but while it is commonly regarded as one of the most iconic photos in history, very few are aware of its context.

In April of 1989, a large group of students, only a handful of years older than us, began to gather spontaneously in Tiananmen Square to protest against the Chinese Communist Party, demanding democracy, freedom of speech and freedom of press reforms.

Throughout the months, these protests gathered momentum whilst remaining peaceful – spreading into other states and universities. This rebellion would be brought to a halt, however, at 1.00am on June 3rd, when the “People’s Liberation Army” opened fire on the crowds.

At the end of June in 1989, the Chinese government said that 200 civilians died. In 2017, released UK documents revealed that the British Ambassador to China had recorded that, in fact, over 10,000 citizens were killed. There is still little clarity of the true events of the protests to this day, however perhaps the most alarming aspect of all is that with all internet and news censored by the Chinese government, there are no headlines or articles or information like the ones we see here. In fact, most of the Chinese population have no idea that these protests even occurred. And this brings us back to ‘Tank Man’.

As the column of tanks filed out of Tiananmen Square at midday the following day, an unarmed young man carrying grocery bags suddenly stepped out in front of the tanks. Instead of running over him, the first tank tried to go around, only for the young man to step in front of it again, and again, and again. Finally, the tank stopped and turned off its motor.

Upon stepping off the road, the young man was immediately whisked away by an unidentified group of people and disappeared into the crowd. Who he was and what became of him remains a mystery.

To a question such as this, we believe Tank Man and his moment in history provide a very vital answer.

This man exists in time as a symbol of revolt and defiance in the face of violent authoritarianism. His actions serve to teach us that we must safeguard our rights to individual and collective freedom in order to preserve our autonomy and expression.

And while our lives might seem disparate to the students whoprotested in Beijing thirty years ago, the truth is many dark aspects of political control are more prevalent in Australian society than we think.

Our nation prides itself on its rule of law. The ongoing Australian Parliament House sexual misconduct investigations, the Royal Commission into Aboriginal Deaths in Custody and the breaches of human rights and restrictions on public journalism that occur in Australia’s offshore processing centres are proof that there are many fundamental changes that need to occur to strengthen the reliability and integrity of our government.

Further, the unprecedented importance of the rule of law is emphasised in a rapidly changing world of enhancing technology, whereby surveillance cameras and the reliability of news and broadcasts make it easier for leaders to exploit freedoms and manipulate information.

In many ways, Tank Man’s narrative should serve as a reminder of the democratic rights we are fortunate to have as Australians, which are not enjoyed by many other populations. However, inexplicably tethered to these rights is a responsibility to give voice to sociopolitical wrongs and incite change.

This is especially imperative in our turbulent era of pandemics, developing artificial intelligence and important changing cultural perceptions of the way we view and treat marginalised social groups. Ultimately, in order to be critical and informed citizens, we have a responsibility to remain educated and interested in the workings of our government and law, so as to keep our government accountable for the power that they exercise and preserve all forms of freedom. As the next generation of leaders and citizens, this is a change that starts with us.

How to Escape from North Korea

The Three Paths To Freedom, And Why It’s So Hard

Richard Zhang

FOLLOWING THE MODERATE SUCCESS OF MY PREVIOUS ARTICLE, I have been persuaded to try my hand at journalism again. 

I have decided to write an article outlining the possible ways one might try to escape North Korea. A key factor in the difficulty of escaping North Korea is that South Korea claims all North Korean territory as their own, and therefore, their citizens. As such, if you can escape North Korea and get to South Korea, you’ll instantly be given South Korean citizenship: you’re safe. 

Furthermore, it is a part of the South Korean constitution that defectors will receive money and housing, depending on the information they have about North Korea to offer. After escaping to South Korea, many North Koreans then go on to immigrate to America or Europe.

Now that the basics have been established, it’s time to start covering the possible escape routes. 

Method 1: Crossing from North Korea into South Korea directly. South Korea and North Korea are separated by a demilitarised zone, which can be seen as the border between the two countries. It measures 146 kilometres and is patrolled by soldiers on both sides, heavily armed and willing to shoot to kill. Even if you did make it past the North Korean soldiers, there’s no guarantee the South Korean soldiers wouldn’t mistake you for a threat and open fire. Even with these dangers, defectors have still made it across. In 2017, a North Korean man named Oh Chong-song made it across the border with five bullet wounds, after crashing into the border with a car.

Method 2: Crossing into South Korea via China or Russia. North Korea’s border with China and Russia is largely marked by the Tumen and Yalu rivers. In winter, this river freezes over, and you can simply walk across it. In summer, it is often shallow enough to wade across. Guards are stationed at this border at regular intervals, but they can often be bribed. After crossing, there are many Korean populations in border side towns, so it’s easy to blend in amongst them, but the Chinese and Russian government’s official policy is to deport North Koreans back to China. Christian missionaries often play a key part in getting North Koreans to safety, as well as the South Korean embassy, through other countries that take North Koreans to South Korea, such as Mongolia and Vietnam.

Method 3: Boating into the Yellow Sea. Boating into the Yellow Sea has two main routes: back into South Korea, or into North Korea. Boating from North Korea is difficult, as boats are expensive, considering the GDP per capita of the average North Korean is $1,700, according to the CIA. This aside, there are plenty of sea mines and razor wire in this area of the ocean that make it difficult to get to North Korea, as well as frequent naval patrols. Besides, crash landing a boat into a hostile, foreign country isn’t exactly low key. 

The Fig Tree Analogy

The Sliding Doors Which Define Your Future

E. O. Milne

‘I saw my life branching out before me like the green fig tree in the story. From the tip of every branch, like a fat purple fig, a wonderful future beckoned and winked.’

THESE ARE THE WORDS OF SYLVIA PLATH IN HER BOOK ‘THE BELL JAR’. It talks of life in the idea of a fig tree, in which every branch and fruit is that of a different future. On one branch there is a beautiful future with great happiness and in another, the fruit falls rotten to the ground.

This idea is otherwise known as Sliding Doors. There are endless possibilities that make our future, and yet a single thing can change your life forever.

This idea, although sounding very much surreal, is something that makes up our day-to-day life. It is what shapes us and makes the world how it is. No matter how hard we try, we cannot control our own lives, and these small decisions make us incapable of keeping this control. You could be a moment away from death; all it would take is a decision or action to make it occur.

It is for better or worse, but what Sylvia Plath talks about in her book is very current. We still question things like this today and will for years to come because the problem we have as humans is that we are indecisive. We are always afraid that we are going to make the wrong decision.

Sometimes you choose the wrong fig, and it turns out rotten. But the thing that we need to understand is that in the end you must decide, no matter the outcome.

And the idea of overthinking something is unnecessary when you need to live life without the anxiety of thinking in the past. You need to enjoy the little things in the present and when opportunities come before you, you do not need to overthink something once your decision has been made. Because there is no changing it.

There is a movie based on this idea known as Sliding Doors. It is a story divided in two, where a woman has two different lives. In one life, she is heading home from work and gets on the train. She then comes to find her husband having an affair, and she changes. In another life, she sees herself missing her train and, in the end, lives not knowing what her husband had done. And even though this is a maximised version of this idea, it still shows the thought very well.

Sometimes we need to pick the wrong fruit and go down the wrong path because the moment we are given a chance again, we know to always avoid that branch. The art of comprehension and learning is tested and made stronger when we fail and most of the time, a small wrong decision is not going to alter your entire life.

In one life, you may have chosen the wrong answer on the test, but by regretting it and making a big deal out of it, you never learn and think about it in a different mindset.

But on the other hand, there is a question about what we would do if we could go back and change what we had done wrong. In the movie About Time, it shares the idea that you could travel back in time every time you made an error. But if we were given this opportunity, should we take it?

Because by changing one thing. Would that mean we would change what occurred after? Would we change failing the HSC when the result later was a job that made you happy? How do you know that just because something did not go to plan, it really was a bad outcome overall?

Because then again, just because you do badly or not as well as you would have hoped in anything does that make something in a general term, bad, does it?

However, in the end, we as humans would not be the same if we did not have freedom in our decisions. We will always have opportunities ahead of us, like branches of a tree, and they may not always be right. But it is the way in which you move forward that shows the strength of your character. Do you keep going and persevere, or do you mourn your loss?

And when I say this, I do not mean that grievance and regret are wrong. They are emotions like any other. But it is about understanding when it is time to carry on and move forward.

Because why should one bad thing bring down your future?

Athletics Update 

The third invitational carnival for 2023 was held at E.S Marks Field on Saturday, with sunny conditions prevailing. Lachy Brown was fresh off his National Cross Country performance to come 2nd in the opening race of the day, the Open 3000 metre in 8:58.4. The Hurdlers continued to fly the flag and performed well with wins to Ben Gordon in the Under 14s, Nick Wendt in the Under 15s and Jack Riding in the Under 16s.  

Our Senior 800 metre athletes showed the benefits of a great Cross Country season with some strong runs in their respective races. Ryan Gilmour was close to breaking the 2-minute mark with a 2:01.1 in winning the Under 17 Championship race. The big improver showing his raw talent was Isaac Lanham, who chased Ryan for the entire race to finish in second with a big personal best of 2:04.0. Not to be outdone, our Captain Nathan Stanmore had his best race for many years in running 1:54.5 in winning the Open 800 metre Championship with Cam Burnett also running a nice race in 1:58.1.  

Our 100 metre men were all consistent in their races, with Wylie Hockey running a very smooth race to come 3rd in 11.1 in the Under 17 Championship, while Vice Captain Hugo Orpin made a welcome return to the track, winning his heat in 11.2.  

In the field, our most consistent High Jumper continues to be Morgan Elvy, who jumped a personal best of 1.8 metres in the Under 17s. Julian Harrison made great progress in Under 15s with 1.78 metres, while Ed Godfrey jumped a big personal best of 1.56 metres in the Under 13 High Jump. In the Shot Put, Harrison Brunker continues to compete well as he won the Under 14 Shot Put in 12.74 metres.

The 400 metre runners continue to show good improvements in their performances. Thomas Eaton ran a 60.0 run for a nice personal best in the Under 13 Championship race. Henry Trueman made his season debut with a 55.7 run in the Under 14s, while Henry Wheeler ran his best time in the Under 15 race with 54.0. Not to be outdone, the continued improvement of Digby Hockey was seen again with a close second in the Under 16 Championship race in a new personal best of 52.8. William Nutt completed his first 400 metre of the year with a controlled 52.3 in the Opens event to finish

3rd. Our Under 16 4 x 100 metre relay finished the day off in style, winning their race in the smart time of 45.1.

The final lead-up invitational carnival is the Shore carnival at Homebush on Saturday September 9, with boys having their final chance to push for selection to the AAGPS Athletics on September 16. We wish them all the best.  

Performances of the Week 

• Juniors: Ed Godfrey 1st in the Under 13 High Jump in 1.56 metres 
• Intermediates: Julian Harrison 1st in the Under 15 High Jump in 1.78 metres 
• Seniors: Nathan Stanmore 1st in the Open 800 metre in 1:54.4 

Rev. Anthony Benn 
MIC Athletics 

September Slam – Shore Basketball Holiday Camp 

• Appropriate for any level of basketballer from Kindy to Year 12.
• Experienced and dedicated coaches, including current Shore Firsts and Seconds.
• Focused on skill development, decision making and FUN!

Dates: 26 September – 28 September 2023
Times: 9.00am – 3.00pm
Venue: RAI Grant Centre, Travers and Bishopsgate Courts, North Sydney
Cost: $50 per day (added to your School account)
Register: https://forms.office.com/r/YuNy0rEU1a

Any questions should be sent to Indiana Faithfull at ifaithfull@shore.nsw.edu.au.