slots game-49 jili
How money, disadvantage and resources risk holding back our brightest students When Ashton was a toddler, his mother noticed something extraordinary: Her little boy was talking long before other kids his age and his curiosity was off the charts. Soon after turning three Ashton could read and write. He wanted to chat over the complex ideas he read about and his language skills were well and truly up to the task. "Mum was really stimulating me, and all of those things came quite naturally," says Ashton*, recounting trips to museums and behind-the-scenes tours that kept his little brain buzzing. An intelligence test later estimated Ashton's IQ at 149: not quite Australia's " Mozart of maths " Terence Tao, but with the average human clocking in at around 100, Ashton's level of brain power is found in fewer than about one-in-1800 of us, placing his intelligence in the 99.95 percentile. A primary school teacher may encounter a child like Ashton in their classroom only once in a career. But with research showing up to 50 per cent of these high potential, or "gifted", students also underachieve at school, there's another layer to the story of Ashton and kids like him. Most at risk of languishing are those from low socio-economic status families, and gifted programs often still place more boys than girl. What is Australia's obligation to develop the potential of bright students within a stretched education system? Is the system equitable? And what is at stake if their brilliant minds are not cared for in the classroom? What does it mean to be 'gifted'? Humans are remarkably predictable. Cognitive intelligence tests are designed so that scores fall across a symmetrical bell curve with 50 per cent above the benchmark of 100, and 50 per cent below. An IQ score between 85 and 115 is considered average and is reported 68 per cent of the time. This pattern is repeated in the classroom with most students clustering around the centre of the curve. Those on the lower end are likely to need extra help and those at the other are the "bright sparks", the kids who consistently bubble towards the top of the grade. But how should we teach the top 10 per cent, the group considered "high potential", with an IQ above 120? Geraldine Townend, a researcher with UNSW's Gifted Education Research and Resource Information Centre (GERRIC), has spent years looking for the answer. "Everyone has abilities," she says, noting some humans display exceptional capacity in a range of spheres, from art and music, to sport, or emotional and social intelligence as well as intellectual and academic. Townend says academically gifted students learn at a pace and complexity significantly higher and deeper than somebody with an average IQ. Just over four million students are enrolled in schools across Australia. It means as many as 400,000 of them will have a cognitive ability of 120 and above including about 80,000 who have IQs over 130, Townend says. That's higher than 98 per cent of the population. Raising a child with exceptional academic potential, perhaps destined solve the world's most pressing problems, sounds exciting. From Matilda to Young Sheldon , culture and entertainment reflects our fascination with child geniuses. Many parents anticipate the school years will be a breeze. Yet as the stories of Matilda and Sheldon also show, these "gifties" — as they are known among parents who lurk in social media groups seeking out others who understand — often have a difficult school life. In 1955, an American psychology professor described gifted students as the most neglected children in the education system . Almost 70 years later, Townend believes not enough has changed, arguing these top 10 percenters need as much differentiation in learning as a child in the bottom 10 per cent. "If I'm working with a student with an IQ of around 130, they're 30 points above the average. Imagine the speed at which you're capable of learning compared with how things are being taught. Very often these students switch off," Townend says. "Thirteen years of school is a long time to be working at such a different level." But there is a view out there that gifted kids should be left to their own devices, Townend says. The argument goes they have enough brains to sort themselves out, and focusing on these children is elitist when so many others are struggling. In reality, high ability children are at risk of disconnecting from school. The world's most famous dropout is surely Albert Einstein who left high school at 15 without graduating and later wrote: "It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry". Like Einstein, some gifted students leave school having never been recognised by the narrowly focused assessments favoured by educational systems the world over, says Michelle Ronksley-Pavia, a senior lecturer in inclusion and special education at Griffith University. The result is that up to half of gifted students fly under the radar, uninspired and even ignored, they never reach their potential . Some become disruptive, the class clown, and others simply give up: as many as 20 per cent never finish high school and 40 per cent never complete a tertiary degree. Townend goes further. She argues failing to identify gifted children, or leaving them to fend for themselves, is a loss not just to the child but to society. At a time when the world is grappling with complex questions from climate change to pandemics, global conflict and AI, Townend says our brightest students are a resource from where Australia's next generation of scientists, politicians, artists and entrepreneurs could be drawn. What are we doing to find them? Why do so many gifted students underperform? In November, a group of about 300 academics and teachers from across the education sector came together to hear an address from a charming and eccentric 84-year-old Canadian psychologist, Professor Françoys Gagné. For five decades Gagné has been among the world's most influential voices on educating gifted and talented students. His Differentiated Model of Giftedness and Talent (DMGT) is used in most Australian states and territories to underpin gifted education policies. Appearing on Zoom from his office in Montreal, with "my feet in my slippers needing just a nice shirt and tie to appear professional", Gagné talked participants through his theory that explains how the development of academic and other skills relates to the interaction between natural ability, chance, personal qualities and the environment in which a child is raised. The symposium — organised by Ronksley-Pavia from Griffith University — heard that high performing students fell into two categories: those with innate intelligence, the gifted, who would receive high marks on an IQ test. And those with high academic performance, the talented, whose skills would return high scores on, for example, a NAPLAN test. Gagné's message: please do not confuse them as the same thing. All gifted students have capacity to be talented, Gagné emphasised. But not all talented students are gifted. In a group of 100 students, 50 gifted and 50 talented, as few as 20 would be both gifted and talented, once again highlighting the large numbers who underachieve. A student with ability but who does not achieve at school should concern Australian parents and educators, Gagné believes. It can be the hallmark of a learning environment that fails to recognise the student's needs , or of a student who has emotionally checked out: less Young Sheldon, more Matt Damon's genius janitor in Good Will Hunting . The goal must be to find gifted students, with a sharp eye for identifying that underachieving cohort, and clear a path for them to develop their talents, Gagné says. Ronksley-Pavia says Australia's education system is deeply rooted in social justice and inclusive education that enshrines the idea no child is left behind. Yet she believes too often that philosophy does not extend to gifted kids. "Truly inclusive education means supporting all learners across the full range of abilities. Talent development is the ultimate goal of gifted education," she says. But there is wider impact, too, when gifted kids underperform. Australia's stagnation — or fall, depending on how you interpret the figures — in international rankings for things like maths, science and literacy could reflect, in part, the fact that that too many gifted students are not reaching their potential and their talents are not being expressed. On the one hand a solution for this underachievement must be found in the classroom: how are gifted children identified, how is their learning differentiated. On the other, research points to an uncomfortable truth: many of those underachievers are from lower socio-economic backgrounds. Researchers are increasingly discovering that high ability but low-SES children are the most likely to miss out on the education they need. Gender stereotypes have an impact too, with girls less likely than boys to be found in classes for gifted children. A study released last week suggests that Australia is also showing a worsening gender gap. Girls have fallen further behind boys in both maths and science subjects with Australia ranked worst among 58 countries. It's about equity, not elitism A child's ease of access to the education they need raises questions that go to the heart of concerns about educational equality in Australia, and makes access to gifted education an issue of equity, not elitism. Children from low-SES areas or from less advantaged backgrounds — including First Nations and refugee students — are at risk of not even being offered opportunities in gifted programs. Research into the subject noted that teachers who are not trained in how to identify gifted students are more likely to recognise it in well-behaved children from a dominant culture and less likely to see it in disadvantaged or minority groups. US research showed smart kids from low-SES areas were less likely to be identified as gifted or nominated for extension programs than equivalent students at schools with average or above SES. And this was true even after controlling for achievement in standardised maths and reading tests. In Australia, education policies are attempting to address these problems and offer guides on how to identify gifted students . But the outcomes are imperfect. Ashton grew up in a low-SES home and knows he could have been one of those statistics: the smart kid who missed out. It was only his mother's relentless advocacy on his behalf that ensured the government schools he attended acted on his potential. However, the solution — to push him faster and faster through the curriculum, joining classes of children much older than he was — came with unanticipated collateral damage that reflects the mental health risks that can emerge when education systems get the balance wrong. But more on that later. Whatever background a child is from, making gifted education policies work in the real world is complex. Part of the reason is that each state and territory approaches it differently — using strategies including selective schools or classes, streaming, enrichment through special projects or excursions and grade skipping specific subjects or entire year groups. The Catholic school system offers the Newman Gifted Program and independent schools typically have capacity and resources to provide a variety of approaches to gifted students that can be individually tailored. The variety of approaches can feel scattered and overwhelming, leaving parents — and kids — wondering what will work best for them while balancing an individual child's social development. Social media groups are full of parents asking anxious questions about how to take the right step forward. Ashton moved between two Australian states seeking the right mix. But there's another problem. Who anoints the smart? While the gifted policies are research-backed using theories like Gagné's DMGT, agreeing on which kids are gifted learners is less straightforward and typically left to individual teachers and principals. Some may be highly trained and motivated, having taken on additional study in gifted education. And states and territories are looking for solutions with updated programs such as in NSW where gifted education is set to be offered at every school. But unlike special needs — which has compulsory units in teacher training — training to identify gifted students is generally not a core part of teacher training in Australia. Through no fault of their own, many teachers have no formal training in the traits of gifted students and how to identify them. However elective units and post-graduate degrees in gifted ed are offered at universities including UNSW and Griffith where Townend and Ronksley-Pavia work. There can be clashes of opinion between educators and families. And while the reasons are vast and can include unrealistic expectations from pushy parents, the result is that comparatively large numbers of gifted children are removed from formal education altogether and homeschooled . It's a story advocates for gifted education interviewed for this story have heard plenty of times before, with many noting that a lack of formal pathways to identify high potential children contributes to a perception of elitism. "What very often happens is a systematic program in a particular school is based on one teacher who may or may not have had training in gifted education and has the enthusiasm and the time to be able to do a load of extra work to deliver a gifted program," says Townend from UNSW. "But when that teacher leaves, the risk is that the programme dies." Until the 1980s primary-aged students were commonly given IQ tests to identify children with exceptional academic potential, and then quietly offered extension opportunities related to their results. There is rightly plenty of scepticism about the ability of IQ tests to capture academic intelligence : cultural biases in testing, particularly towards those who are middle class with Western educations, are well-established. The test environment can be stressful for some. It all adds to the risk of skewed results. Teachers identify gifted children from things like classroom behaviour and standardised test results. The result-focused approach also risks missing the large cohort of gifted kids who underachieve as well as bright kids whose ability is masked by neurodiversity. Some parents send their kids off for a psychometric test administered by a psychologist that can identify high cognitive potential, and also flag neurodiversity. It's relatively common for very bright children to also be neurodivergent , a combination known as Twice Exceptional or 2E. But these tests can cost up to $1500 — another blow to the low-SES kids whose families are unlikely to be able to spend so much to prove their child's capacities. Money makes all the difference You can't talk about gifted education in Australia without talking about selective schools. It is a phenomenon that has exploded in NSW that has a network of 17 competitive entry fully selective high schools, far more than any other state or territory. For example, Queensland has three . They have come to represent what many believe gifted education should be. From a pool of around 16,000 applicants, offers are handed out for just over 4000 places in NSW, including to 27 partially-selective schools, with competition for the most prestigious and high performing of these schools far tougher. Selective schools work on the theory that bright kids are grouped together and challenged with advanced work leading to exceptional exam results. It has similarities with Victoria's Selective Entry Accelerated Learning program (SEAL) but rather than a separate school, these classes are run within a comprehensive high school environment. Students have opportunities to zoom through the curriculum or add depth and complexity even completing university level courses. Victoria also has four selective high schools that take students from years nine-12. Other states and territories have different systems again. Yet the important point is that fierce competition for entry means potential students are often tutored for months and even years before the exams, drilling content and exam technique in order to maximise the chance of gaining a place. Applying Gagné's theory suggests competitive entry schools are not always selecting the brightest children, but the ones who are talented and most successful in learning how to tackle the entry exam. Proponents of gifted education question whether these selective programs are effective in identifying gifted students, particularly those whose response to feeling out of place at school is to underperform. In NSW attempts have been made to change the entry test to reduce the advantage of tutored preparation but whether this will be successful is not yet clear. Of course, some extremely gifted or talented children head in for the test and blitz it with no preparation, but the majority do not. And if you a wondering how much that preparation costs, the answer is a lot. Private tutoring often costs around $100 an hour, or a weekly group lesson at a specialist coaching collage can be $800 and above per 10-week term for one three or four-hour lesson a week. Some kids are tutored for a few months in advance of the test. For others, it's a lifestyle that begins from age three . This outlay is perhaps one of the reasons why students who access competitive entry programs like selective schools or the SEAL program typically come from families in Australia's highest socio-economic bands — even higher on average than students from independent private and Catholic schools. And once again, questions about equity emerge: how can gifted students from low socio-economic families possibly participate? Dr Christina Ho from the University of Technology Sydney is an expert on urban inter-cultural relations with a focus on education. She points out gifted students come from all ethnic and socio-economic backgrounds but the way access to selective schools is carried out "may disadvantage some people". "The problem is that gifted and talented students from disadvantaged backgrounds simply don't apply," she says. Stimulating high potential children outside school also comes at a cost: Music lessons (upwards of $35 for a 30-minute weekly lesson); school holiday camps in drama, coding or science ($100 a day). And how this gifted economy works against inclusion for children from low-income families doesn't end there. Better-resourced private schools that have capacity to differentiate curriculum delivery for different abilities come at significant cost. Even low-cost government schools with good reputations can drive demand for housing in the catchment that causes prices to skyrocket . And there can be an emotional cost, too At the heart of all this research and strategy around how best to develop and extend gifted and talented students one voice is often silent: how do the children themselves experience the often high-pressure environment of pursuing academic excellence in 2024? For some it is a game changer, a chance to "find their tribe" and finally flourish and feel like they fit in at school. For others, like Ashton, the social isolation of being extracted from a peer group in pursuit of intellectual challenge came at a cost. Now 27, with a higher degree in science and a job he loves, Ashton says the rapid trajectory of his primary and high school years took a toll on his mental health that continues to affect him. At nine and 10, he was in the classroom with 13-year-olds who didn't welcome his presence. At 15 he had graduated from high school and with a special exemption was at university before he turned 16, studying among adults who were not social peers. Academically he was well-catered for in the end, but Ashton believes now that spending his childhood among much older students harmed his emotional development and left him desperately lonely. "I can't think of a time that I was happy for my entire childhood," he says. He believes his experience should be a warning about what can go wrong when the balance between intellectual and social development fails. "The overriding memory I have of my school years was how isolated I felt from my peers," he says. "I've gained a lot of knowledge and skills, and I do think that I am smart, but that feeling crushes any of the benefits of the advanced learning I was attempted to be given. "The lasting damage and genuine trauma those years inflicted make me concerned about the social cost of what I went through, even though it came from the best intentions." He's not alone. Hannah* is another former child giftie. At 12, she spent one day a week at a different school, in a special class for students whose IQ had been assessed at over 130. "I loved that class. It was creative and off-piste and super engaging. I made great friends," she remembers. "But it made things really awkward for me at my actual school. I got hassled a bit by some kids. I was pretty good at shaking it off, but it did upset me." The experience also possibly impacted other areas of her development. "It amped up the pressure I put on myself," she says. "I burned myself out in high school topping the year every year until Year 10. By the time Year 12 came around I had swung the pendulum too far the other way and cruised through without trying. I regret that I didn't engage fully in the learning but by then I'd rebelled against it." An Australian clinical psychologist who works regularly with gifted students but wants to remain anonymous to protect her patients' privacy, says retaining a peer group is vital for children who are still developing social and emotional maturity. "Skipping grades based on academic achievement alone does feel a bit like a sausage factory," she believes. "I've seen people in the mental health system that have been absolutely scarred by it socially and emotionally." Instead of advancing the curriculum, the psychologist — with personal experience of her own gifted education and that of her children — recommends broadening it out. But importantly she argues this broadening does not have to occur only in a school setting. "You might be able to skip ahead academically but you can't skip ahead in your emotional maturity," she says. "If you skip ahead of your peer group for academic purposes you are missing the richest part of school life, the relationships you form with others and learning about yourself." What works? What might a perfect gifted education look like? Gagné urges schools to move beyond the "age-grade lockstep" that restricts most students to a one-step-per-year learning system even when a gifted student may be capable of learning twice as fast as one with average intelligence. And once again the key is how to spot the underachieving gifties in among the talented over-achievers. In 2016 a group of researchers sifted through 100 years worth of research into the impact of ability grouping and acceleration on academic achievement. They found grouping children into small ability-based teams within their regular class was more effective than grouping kids in separate streamed classes. Even better was what's known as cross-grade subject grouping whereby students of different grade levels are grouped based on achievement rather than age while also retaining links to their age peers. This is the system used by Adelaide's Dara School which has developed cult-like status among certain families searching for a different way to educate their giftie. Some families even move states to access this independent school that accepts students from age five until graduation. "Every child at this school is gifted whereas a lot of other schools have special programs tacked on that cater to gifted students," says Dr Lynda McInnes, the principal and co-founder of Dara that opened in 2017. "There are so many myths about gifted children: they will just learn regardless, you can't accelerate gifted children because it will harm them emotionally," McInnes says. "They actually really need to be with like-minded peers. They need to be nurtured just like any other child. They just need to do it faster." Dara uses standardised testing such as NAPLAN, psychological tests, teacher recommendations and parent insights to screen for entry — a deliberate move away from the competitive entry tests relied on by selective schools. Once accepted, students join classes — mostly taken by teachers with specialised gifted training — based on ability, not age, allowing students to shuffle between year groups and subjects according to which best fits their aptitude. "We'll keep moving the student until they get to a stage where the curriculum is relevant and challenging for them," McInnes says, acknowledging the bespoke nature of the school and complex timetabling only works because it remains very small. Fewer than 100 students attend. While hitting many of the gold standard targets gifted research promotes, how Dara performs over time is yet to be tested. It's most recent NAPLAN results show students performing well above state and national averages, perhaps a sign that these gifted students are also displaying their talents. And of course, as a private school, attending Dara comes at a cost. At just over $7000 a year, Dara is modestly priced compared with some private schools, but it again shows that money and access are everything. Overall, the picture that emerges is that all the research and thoughtful policy in the world can't predict how an individual child will respond. For some, advanced and enriched work is the sweet spot. For others social connection with like minds is the most important goal. Either way educators and parents have their work cut out. And the solution will be as unique as the intriguing minds of the individual children it's designed to serve. *Names have been changed Credits Words and production: Catherine Taylor Illustrations: Gabrielle Flood and Lindsay Dunbar ABCWe’re coming up on the last Saturday of November, which, for me, has always been the very best time of the college football season. As exhilarating as the opening round of the NCAA Tournament. As blissful as baseball’s Opening Day. As can’t-miss as the Sundays of all the golf majors rolled into one. In college football, Rivalry Week — all those storied, magical matchups in the enchanted afterglow of Thanksgiving — is everything. Sorry, make that “was” everything. The all-consuming College Football Playoff has rendered Rivalry Week impotent, at least compared with what it used to be. In my football “bucket list”-style book that was published in 2017, there’s a chapter on all the greatest college rivalries, most of whose annual games were reserved for the last Saturday of November. By the way, I really should pause here and thank the 14 of you who bought and read the thing. But the book — and in particular that chapter — was written, as it turns out, by a total rube. Consider this passage on rivalries, which might as well have been written 25 or 50 years earlier: “They go together not like oil and water, but rather like leaking gas and an open flame. Football’s best rivalries explode with emotion and physical play on the field, and with opposing loyalties off it. Yet they also fit together like pieces of a beautiful puzzle, neither side truly whole without the other.” It’s as if this was written in a different lifetime, which, come to think of it, it was; the book was cobbled together during the summer and fall of 2016 as the Cubs were working toward winning a World Series for the first time since, well, you remember. But the College Football Playoff already existed, albeit in the four-team model that lasted through last season. And I thought even then that the four-team playoff sucked too much oxygen from the proverbial room, minimizing rivalry games, all non-playoff bowl games and various other traditions. Still, Rivalry Week held its singular allure as the apex of the season, at least from my point of view. Now, though, with the playoff having been expanded to 12 teams? You’re either in it or you’re irrelevant. Your next game either impacts the list of 12 or why even bother? And even a so-called rivalry game that will indeed affect whom the playoff committee selects and whom it doesn’t really matters only in terms of the playoff itself; the rivalry part has been reduced to, at best, a bonus feature. College football has bailed on so much of what made it unique, first and foremost that the regular season was more important than the postseason. While other sports and leagues focused on determining one champion, college football had its own day of the week and its own sense of regular-season pomp and pageantry. That’s in the past, underscored by the recent six-year, $7.8 billion agreement between the CFP and ESPN, whose exclusive rights to televise playoff games completely informs its coverage from August to January. On Friday, Minnesota and Wisconsin will renew the most-played rivalry in the top division of college football, the FBS. This will be game No. 133, with Wisconsin holding the slightest series edge of 63-62-8. The winning team will run from goalpost to goalpost with Paul Bunyan’s Axe and mimic chopping them down. It’ll be quaint. The sports world won’t give a damn. Also that day, Mississippi State and Ole Miss — historically a hateful rivalry — will square off in the annual Egg Bowl, and Georgia Tech and Georgia will play the game actually nicknamed “Clean, Old-Fashioned Hate.” Ole Miss fell out of playoff contention last week, reducing interest in its game to locals and gamblers (who’d bet on a competition between a fire hydrant and a tuna casserole) only. Saturday should be college football’s day of the year. The Iron Bowl (Alabama and Auburn), the Palmetto Bowl (Clemson and South Carolina), the Territorial Cup (Arizona and Arizona State), the Old Oaken Bucket game (Indiana and Purdue). Of course, the blessed battle for the Jeweled Shillelagh (Notre Dame and USC). By God, the best rivalry of ’em all as I see it — The Game (Michigan and Ohio State). Yeah, yeah, the “Hat” game as well. We’ll let Illinois and Northwestern fans play along, too. But Saturdays anymore are for playoff implications only. That’s every Saturday of the season, including this one. Maybe that’s how you like it? The expansion of the playoff was a pretty dang popular thing, broadly speaking. It could be I’m not only a rube but a dinosaur.
All-star goalie Thatcher Demko will return to the Vancouver Canucks lineup Friday. Canucks head coach Rick Tocchet said Demko will backup Kevin Lankinen as Vancouver hosts the Columbus Blue Jackets. It will be Demko’s first game since April 21 when the Canucks beat the Nashville Predators 4-2 in Game 1 of their first-round playoff series. He suffered an injury to the popliteus muscle in his knee during the game and has been working his way back ever since. When the 28-year-old netminder from San Diego, Calif., gets a start remains to be seen, but having Demko back in uniform is an important step, Tocchet said. “He’s a leader on the team. He’s a different type of leader,” the coach said after morning skate Friday. “The guy works awfully hard. He’s spent a lot of time by himself working out, he’s here at 7 a.m. working with one trainer. So I think the what it’s contagious to me is the hard work he does. The young guys see this stuff how dedicated he is. I see that really helps our locker room.” Demko had a 35-14-2 record with a .918 save percentage, a 2.45 goals-against average and five shutouts in regular-season play last year and played in the all-star game for the second time in his career. Vancouver inked Lankinen to a one-year, US$875,000 deal during training camp and he has split the crease with Arturs Silovs to start the season, with the pair backstopping the Canucks to a 13-7-4 record.Nandkumar M. Kamat The COVID-19 pandemic caused by the coronavirus SARS-COV- 2 created a new lexicon- lockdown, social distance, brain fog, long COVID, etc. Following a public vote in which over 37,000 people had their say, Oxford University announced that the Oxford Word of the Year for 2024 is ‘brain rot’. Defined as the “supposed deterioration of a person’s mental or intellectual state” caused by the overconsumption of trivial online content, brain rot reflects a growing anxiety about the psychological and cognitive toll of excessive internet use. In an era where digital engagement dominates daily life, the phrase encapsulates a societal reckoning with the unintended consequences of our reliance on technology for information, entertainment, and social interaction. While the internet offers unprecedented access to knowledge and connectivity, overindulgence in low-quality digital content poses significant risks to mental well-being, intellectual capacities, and physical health. Although ‘brain rot’ has surged in popularity recently, the concept is not new. The phrase dates back to American philosopher Henry David Thoreau, who, in his 1854 memoir ‘Walden’, warned against the intellectual stagnation that arises from society’s preference for superficial engagement over meaningful reflection. In the 21st century, the term has been repurposed to describe the cognitive decline attributed to overindulgence in digital distractions. The rise of platforms like TikTok, Instagram, and YouTube has provided fertile ground for this phenomenon. Their algorithms encourage endless scrolling through bite-sized, visually engaging, and often trivial content. This environment is particularly influential among Generation Z and Generation Alpha, who have grown up immersed in a digital ecosystem that prioritises immediate gratification and rapid consumption. The resurgence of ‘brain rot’ as a cultural concern is underscored by its staggering 230% increase in usage between 2023 and 2024. The term encapsulates behaviours such as ‘doomscrolling’, where users compulsively consume distressing or meaningless online material. While often framed humorously by younger users, the term reflects a genuine awareness of how digital habits can erode mental focus, critical thinking, and overall well-being. The effects of brain rot extend beyond humour and cultural memes. Psychologists and neuroscientists have highlighted how excessive screen time and overexposure to trivial digital content can lead to a range of cognitive and psychological issues. One of the most visible effects is a decrease in attention span. Research indicates that platforms offering short-form content, like TikTok, condition users to expect constant stimulation, making it challenging to focus on longer or more complex tasks. This fragmented attention undermines the brain’s ability to engage in deep, meaningful thought — a phenomenon Nicholas Carr described in his book ‘The Shallows: What the Internet Is Doing to Our Brains’. Carr argued that “the internet is chipping away our capacity for concentration and contemplation”. Another significant concern is the impact on mental health. The phenomenon of social comparison, exacerbated by the curated and often idealised content on social media, can lead to feelings of inadequacy, reduced self-esteem, and even depression. Users are frequently bombarded with unattainable images and lifestyles for the average person, fostering a pervasive sense of dissatisfaction. Coupled with the compulsive nature of doomscrolling, these behaviours create a feedback loop that reinforces anxiety and stress. Beyond cognitive and emotional issues, brain rot is linked to physical health problems. Excessive screen time has been shown to cause digital eye strain, neck pain (‘tech neck’), and disrupted sleep patterns due to prolonged exposure to blue light. Sleep disturbances, in turn, exacerbate cognitive decline, impair decision-making, and contribute to mental health challenges. Despite widespread concerns, some researchers caution against overgeneralising the impact of digital consumption. Critics argue that the association between screen time and cognitive decline is often correlational rather than causative. A study from UNSW Sydney found that while excessive screen time correlates with certain negative outcomes, it is difficult to establish direct causation. Moreover, the phenomenon known as the Flynn Effect—where average IQ scores have risen over the past century—suggests that cognitive abilities are not necessarily deteriorating despite increased digital engagement. These findings highlight the complexity of understanding how technology shapes the brain, indicating that individual outcomes may vary based on content quality, user habits, and personal resilience. Addressing the challenges posed by brain rot requires a multi-faceted approach that empowers individuals to regain control over their digital consumption. One effective strategy is the practice of digital detoxing, where individuals intentionally disengage from digital devices for specified periods. Activities like reading, spending time in nature, or participating in face-to-face social interactions provide meaningful alternatives that promote cognitive and emotional well-being. Mindful consumption is another crucial strategy. Users can mitigate the adverse effects of trivial digital engagement by curating online content to include educational, substantive, and enriching material. Setting time limits for social media use and avoiding addictive design features like infinite scrolling can also foster healthier habits. For younger generations, parental guidance is essential. Encouraging screen-free activities, setting clear boundaries for device use, and fostering open discussions about the impact of social media can help children develop a balanced relationship with technology. Educational initiatives also play a pivotal role in addressing brain rot. Schools and universities can incorporate digital literacy programmes that teach students about the risks of excessive digital consumption and the importance of critical thinking in navigating online content. These initiatives not only equip individuals to make informed choices but also help create a broader cultural shift toward healthier digital habits. The recognition of ‘brain rot’ as a cultural phenomenon in 2024 reflects a pivotal moment in the relationship between humanity and technology. As digital platforms evolve, the potential for cognitive and psychological harm will likely increase unless proactive measures are taken. Integrating artificial intelligence, augmented reality, and other emerging technologies into everyday life could amplify the risks of overconsumption and mental stagnation. Nicholas Carr’s warning in ‘The Shallows’ remains relevant: “As we rely on computers to mediate our understanding of the world, it is our intelligence that flattens into artificial intelligence.” The future of brain rot also raises questions about societal priorities. Will pursuing digital convenience and entertainment continue to overshadow the importance of intellectual growth and mental health? Or will society embrace a more balanced approach that prioritises mindfulness, education, and well-being? The answers to these questions will shape not only individual lives but also the trajectory of human culture in an increasingly digital world. As we move forward, it is imperative to foster a critical dialogue about the role of technology in our lives and to cultivate habits that support sustained cognitive and emotional health. In doing so, we can harness the benefits of the digital age without succumbing to its pitfalls. For the youth and students of Goa, the challenges of brain rot are especially pertinent. Social media addiction and the constant influx of trivial digital content threaten to undermine this tech-savvy generation’s intellectual and creative potential. Goa’s rich heritage, natural beauty, and vibrant community offer opportunities to counter these risks. Young Goans must balance their digital lives with activities that foster deeper connections, intellectual growth, and a sense of purpose.
is celebrating his daughter Audrey's 23rd birthday, teasing that his youngest has "great things in store". " !!! Your Mom, your sisters and I are so proud of the sweet, strong and hard working young lady you have become," he wrote on social media, alongside a gorgeous picture of Audrey in black and white. "You have such great things in store for you in this beautiful life. Live it! Love it! Stay just as grateful for everyday as we are for having you in our lives everyday. You are beauty and grace in every way. We love you so much!" "Awwww dad!! Love you so much," Audrey commented on the post. Audrey is and was born on December 6, 2001; she is named after her mom, whose full name is Audrey Faith Perry. Audrey is the older sister of Maggie, who earned a Master's degree in Sustainability Science and Practice from Stanford, and , an aspiring Broadway star. "Happy birthday to this hot lounger," Gracie captioned a story celebrating her elder sister's birthday, and which showed Audrey lounging in a pool float. A second snap was of the pair as children, with Gracie writing: "I love you so much and I am so proud to be your older sister." Maggie also shared a sweet selfie the pair took, writing: "Happy bday to my hottie honey buns". You may also like Audrey graduated from high school in 2020, and was reportedly attending the American Academy of Dramatic Arts, which has campuses in both New York City and Los Angeles. She has a passion for singing and photography, and shares pictures and videos on social media with fans. She has been in a relationship with who is 20 years her senior, with the couple have been going from strength-to-strength, having been together for over a year. on their latest projects, having been linked since June 2023. Audrey supported her partner in November when his latest venture, the movie , dropped on Netflix. Sharing one of his Instagram Posts on Stories, she posted: "On the bright side, this beautiful beautiful film is out on Netflix today. Go watch!"
AP News Summary at 6:15 p.m. ESTFirst Trust Materials AlphaDEX Fund ( NYSEARCA:FXZ – Get Free Report )’s stock price dropped 0.7% during trading on Friday . The company traded as low as $56.47 and last traded at $56.76. Approximately 36,727 shares changed hands during mid-day trading, an increase of 2% from the average daily volume of 36,029 shares. The stock had previously closed at $57.16. First Trust Materials AlphaDEX Fund Price Performance The company has a market capitalization of $343.40 million, a PE ratio of 9.32 and a beta of 1.04. The business has a 50-day moving average of $63.37 and a 200 day moving average of $64.49. Institutional Inflows and Outflows A number of hedge funds and other institutional investors have recently modified their holdings of FXZ. Zions Bancorporation N.A. purchased a new stake in shares of First Trust Materials AlphaDEX Fund during the 2nd quarter valued at about $60,000. JPMorgan Chase & Co. raised its position in First Trust Materials AlphaDEX Fund by 8,640.0% during the third quarter. JPMorgan Chase & Co. now owns 1,748 shares of the company’s stock valued at $117,000 after purchasing an additional 1,728 shares during the period. RPg Family Wealth Advisory LLC bought a new stake in shares of First Trust Materials AlphaDEX Fund in the 3rd quarter valued at approximately $383,000. Clarus Wealth Advisors boosted its holdings in shares of First Trust Materials AlphaDEX Fund by 9.4% in the 3rd quarter. Clarus Wealth Advisors now owns 5,833 shares of the company’s stock worth $387,000 after purchasing an additional 499 shares during the period. Finally, CoreCap Advisors LLC bought a new position in shares of First Trust Materials AlphaDEX Fund during the 2nd quarter valued at approximately $425,000. First Trust Materials AlphaDEX Fund Company Profile The First Trust Materials AlphaDEX Fund (FXZ) is an exchange-traded fund that is based on the StrataQuant Materials index. The fund tracks a tiered, equal-weighted index of large- and mid-cap basic materials firms in the US. Holdings are selected and weighted based on growth and value metrics. FXZ was launched on May 8, 2007 and is managed by First Trust. Featured Articles Receive News & Ratings for First Trust Materials AlphaDEX Fund Daily - Enter your email address below to receive a concise daily summary of the latest news and analysts' ratings for First Trust Materials AlphaDEX Fund and related companies with MarketBeat.com's FREE daily email newsletter .Kim on target as Bayern pile on Champions League misery for misfiring PSG
BOSTON - Lawmakers from around Massachusetts are sharing their memories of former President Jimmy Carter. The 39th president and Nobel Peace Prize winner died on Dec. 29 in Plains, Georgia at the age of 100. Sen. Elizabeth Warren "Jimmy Carter was a true public servant and peacemaker," said Sen. Elizabeth Warren on X (formerly Twitter). "Our country is a better place because of him. My thoughts are with his family." Gov. Maura Healey "President Carter lived a life dedicated to peace, human rights, democracy and moral clarity. He set an enduring example of what it means to serve others and his legacy will continue to inspire generations to come," said the Massachusetts governor on X (formerly Twitter). "Sending my love to the Carter family as they, and our nation, process this profound loss. May we all honor his memory by building a more just, peaceful and caring world." Lt. Gov. Kim Driscoll "From championing human rights and peace around the world to building homes for those in need, President Carter was a true public servant. Keeping the Carter family and all those inspired by his example in my thoughts," said the Massachusetts lieutenant governor in a statement on X (formerly Twitter). Sen. Ed Markey "President Jimmy Carter led with compassion, integrity, and an heroic determination to lift humanity's spirit. We will forever be indebted to him for building a more peaceful world. Thank you, Mr. President, for being conscience, caretaker, and commander for the U.S. and our world," said Sen. Ed Markey on X (formerly Twitter). Rep. Lori Trahan "I'm deeply saddened by the news of President Carter's passing, and my condolences go out to his children, grandchildren, and great-grandchildren who he and Rosalynn adored more than anything in the world," said Rep. Lori Trahan in a statement. "Jimmy Carter left his mark on our nation's history through his unyielding love and appreciation for the American people, his dedication to public service, and his deep devotion to his faith. But more than anything, he'll be remembered for who he was – a good man who always saw the best in others. President Carter's legacy is one that everyone, regardless of political persuasion, should strive to emulate. He will be sorely missed." Rep. Ayanna Pressley "President Carter embodied compassion and an unwavering commitment to humanity and public service," said Rep. Ayanna Pressley in a statement on X (formerly Twitter). "His faith in God and practicing that faith informed his life's work of building a more just, equitable and peaceful world. I'm thinking of his family and everyone who loved him." Victoria D. is a digital producer for CBS Boston. Before joining CBS Boston in 2023, Victoria had already worked in journalism in both New York and Boston for more than 10 years.( MENAFN - Newsfile Corp) New York, New York--(Newsfile Corp. - December 29, 2024) - WHY: Rosen Law Firm, a global investor rights law firm, reminds purchasers of ordinary shares of ASML Holding N.V. (NASDAQ: ASML) between January 24, 2024 and October 15, 2024, both dates inclusive (the "Class Period"), of the important January 13, 2025 lead plaintiff deadline. SO WHAT: If you purchased ASML ordinary shares during the Class Period you may be entitled to compensation without payment of any out of pocket fees or costs through a contingency fee arrangement. WHAT TO DO NEXT: To join the ASML class action, go to or call Phillip Kim, Esq. at 866-767-3653 or email ... for more information. A class action lawsuit has already been filed. If you wish to serve as lead plaintiff, you must move the Court no later than January 13, 2025. A lead plaintiff is a representative party acting on behalf of other class members in directing the litigation. WHY ROSEN LAW: We encourage investors to select qualified counsel with a track record of success in leadership roles. Often, firms issuing notices do not have comparable experience, resources, or any meaningful peer recognition. Many of these firms do not actually litigate securities class actions, but are merely middlemen that refer clients or partner with law firms that actually litigate cases. Be wise in selecting counsel. The Rosen Law Firm represents investors throughout the globe, concentrating its practice in securities class actions and shareholder derivative litigation. Rosen Law Firm achieved the largest ever securities class action settlement against a Chinese Company at the time. Rosen Law Firm was Ranked No. 1 by ISS Securities Class Action Services for number of securities class action settlements in 2017. The firm has been ranked in the top 4 each year since 2013 and has recovered hundreds of millions of dollars for investors. In 2019 alone the firm secured over $438 million for investors. In 2020, founding partner Laurence Rosen was named by law360 as a Titan of Plaintiffs' Bar. Many of the firm's attorneys have been recognized by Lawdragon and Super Lawyers. DETAILS OF THE CASE: According to the lawsuit, during the Class Period, defendants made false and/or misleading statements and/or failed to disclose that: (1) the issuers being faced by suppliers, like ASML, in the semiconductor industry were much more severe than defendants had indicated to investors; (2) the pace of recovery of sales in the semiconductor industry was much slower than defendants had publicly acknowledged; (3) defendants had created the false impression that they possessed reliable information pertaining to customer demand and anticipated growth, while also downplaying risk from macroeconomic and industry fluctuations, as well as stronger regulations restricting the export of semiconductor technology, including the products that ASML sells; and (4) as a result, defendants' statements about ASML's business, operations, and prospects lacked a reasonable basis. When the true details entered the market, the lawsuit claims that investors suffered damages. To join the ASML class action, go to or call Phillip Kim, Esq. toll-free at 866-767-3653 or email ... for information on the class action. No Class Has Been Certified. Until a class is certified, you are not represented by counsel unless you retain one. You may select counsel of your choice. You may also remain an absent class member and do nothing at this point. An investor's ability to share in any potential future recovery is not dependent upon serving as lead plaintiff. Follow us for updates on LinkedIn: , on Twitter: or on Facebook: . Attorney Advertising. Prior results do not guarantee a similar outcome. ------------------------------- Contact Information: Laurence Rosen, Esq. Phillip Kim, Esq. The Rosen Law Firm, P.A. 275 Madison Avenue, 40th Floor New York, NY 10016 Tel: (212) 686-1060 Toll Free: (866) 767-3653 Fax: (212) 202-3827 ... To view the source version of this press release, please visit SOURCE: The Rosen Law Firm PA MENAFN29122024004218003983ID1109040018 Legal Disclaimer: MENAFN provides the information “as is” without warranty of any kind. We do not accept any responsibility or liability for the accuracy, content, images, videos, licenses, completeness, legality, or reliability of the information contained in this article. If you have any complaints or copyright issues related to this article, kindly contact the provider above.SUPP Youth chief sings praises of party leaders at Dudong Youth branch’s 10th anniversary do
The gunman who stalked and killed UnitedHealthcare CEO Brian Thompson fled New York City by bus, police officials told CNN on Friday. Video of the suspected shooter leaving the scene of the shooting Wednesday showed him riding a bicycle to Central Park and later taking a taxi cab to a bus depot, Chief of Detectives Joseph Kenny told CNN. Here's the latest: The gunman who killed the CEO of the largest U.S. health insurer may have fled the city on a bus, New York City police officials told CNN on Friday. Video of the suspected shooter leaving the scene of the shooting Wednesday showed him riding a bicycle to Central Park and later taking a taxi cab to a bus depot, Chief of Detectives Joseph Kenny told CNN. “We have reason to believe that the person in question has left New York City,” Commissioner Jessica Tisch said. The gunman who killed the CEO of the largest U.S. health insurer made sure to wear a mask during the shooting yet left a trail of evidence in view of the nation’s biggest city and its network of security cameras that have aided authorities piecing together his movements and his identity. A law enforcement official said Friday that new surveillance footage shows the suspect riding the subway and visiting establishments in Manhattan and provided more clues about his actions in the days before he ambushed UnitedHealthcare CEO Brian Thompson . The gunman’s whereabouts and identity remain unknown Friday, as did the reason for Wednesday’s killing. New York City police say evidence firmly points to it being a targeted attack . ▶ Read more about the search for the gunman In many companies, investor meetings like the one UnitedHealthcare CEO Brian Thompson was walking to when he was fatally shot are viewed as very risky because details on the location and who will be speaking are highly publicized. “It gives people an opportunity to arrive well in advance and take a look at the room, take a look at how people would probably come and go out of a location,” said Dave Komendat, president of DSKomendat Risk Management Services, which is based in the greater Seattle area. Some firms respond by beefing up security. For example, tech companies routinely require everyone attending a major event, such as Apple’s annual unveiling of the next iPhone or a shareholder meeting, to go through airport-style security checkpoints before entering. Others forgo in-person meetings with shareholders. ▶ Read more about how companies protect their leaders Those images include New York’s subway system, a law enforcement official said. In establishments where the person was captured on camera, he always appeared to pay with cash, the official said. The official wasn’t authorized to discuss details of the ongoing investigation and spoke to The Associated Press on condition of anonymity. — Mike Balsamo Medica, a Minnesota-based nonprofit health care firm that serves 1.5 million customers in 12 states, said it’s temporarily closing all six locations. The firm has offices in Minnesota, Wisconsin, Nebraska and North Dakota, and employs about 3,000 people. Employees will work from home, Medica spokesman Greg Bury said in an email Friday. “The safety of Medica employees is our top priority and we have increased security both for all of our employees,” a statement from Medica said. “Although we have received no specific threats related to our campuses, our office buildings will be temporarily closed out of an abundance of caution.” Bury also said biographical information on the company’s executives was taken down from its website as a precaution. The insurer cited the fatal shooting of UnitedHealthcare CEO Brian Thompson in its announcement about the Dec. 12 event. “All of us at Centene are deeply saddened by Brian Thompson’s death and want to express our support for all of those affected. Health insurance is a big industry and a small community; many members of the CenTeam crossed paths with Brian during their careers,” Centene CEO Sarah M. London said in a news release. “He was a person with a deep sense of empathy and clear passion for improving access to care. Our hearts are with his family and his colleagues during this difficult time.” Centene Corp. has grown in recent years to become the largest insurer in Medicaid, the state- and federally funded program that covers care for people with low incomes. Insurers manage Medicaid coverage for states, and Centene has more than 13 million people enrolled in that coverage. The insurance company also said it’s focused on ensuring the safety of employees and assisting investigators. “While our hearts are broken, we have been touched by the huge outpouring of kindness and support in the hours since this horrific crime took place,” the company said. But he said Friday that he’s confident police will arrest the shooter. “We are on the right road to apprehend him and bring him to justice,” Adams said on TV station WPIX. Later, it removed their names and biographies entirely. Police and federal agents have been collecting information from Greyhound in an attempt to identify the suspect and are working to determine whether he purchased the ticket to New York in late November, a law enforcement official said. Investigators were also trying to obtain additional information from a cellphone recovered from a pedestrian plaza through which the shooter fled. The fatal shooting of Brian Thompson while walking alone on a New York City sidewalk has put a spotlight on the widely varied approaches companies take to protect their leaders against threats. Experts say today’s political, economic and technological climate is only going to make the job of evaluating threats against executives and taking action to protect them even more difficult, experts say. Some organizations have a protective intelligence group that uses digital tools such as machine learning or artificial intelligence to comb through online comments to detect threats not only on social media platforms such as X but also on the dark web, says Komendat. They look for what’s being said about the company, its employees and its leadership to uncover risks. ▶ Read more about the steps companies take to protect their leadership Police said Thursday they found a water bottle and protein bar wrapper from a trash can near the scene of the ambush and think the suspect bought them from a Starbucks minutes before the shooting. The items were being tested by the city’s medical examiner.Sault Blue Devils battle Korah Collegiate in hockey ThursdayA look back at 2024 in photos
online casino game kaise khele
online slot game myanmar app