aboriginal, children, culture, future, knowledge, population, the past

Australian aboriginal culture

In July, 2014 p 9) the last tracker is retiring from the Queensland police force, which highlights the fact that few of the younger aboriginal generation are learning aboriginal culture – which includes tracking, spatial know-how, finding desert food and water, making temporary shelters, weaving dillybags, knowing the southern stars – all of which are more important for the future of white as well as black than being good at football and painting pictures for white buyers, and specific aboriginal languages.

This is the aboriginal culture that can be taught by aboriginals to whites, thus raising their self-esteem. The time will come when we will be glad of it.

The very terms <indigenous> and even <aboriginal> cannot be spoken by aboriginals, much less written by them.

Aboriginal children stupefied by white imports of alcohol, drugs, tobacco, petrol for sniffing, and gambling cannot benefit from white imports of education. Fetal alcohol syndrome produces a next generation that is not capable of either aboriginal culture or white culture.

Different languages are claimed to be important, as they are dying out. Their importance is really how they carry practical as well as legendary knowledge which is dying out.

Different aboriginal ‘nations’ have different knowledge which should be kept.

Even the older white records are being lost, which record some of it – .e.g. how to make and throw boomerangs – a better weapon than guns which require a supply of bullets.

At present the aboriginal settlements in the far outback are losing the ability to survive in it without constant supplies from the white shops. At the same time, they are not keeping their numbers down as in the past to the numbers that can survive in the desert and semidesert; they multiply, when in the past they kept their numbers stable.

They eat out the traditional foods, like turtles and fish.

They have far too many among them, from babyhood to adulthood. who are disabled by white imports, Diabetes and other disorders they never had before have been imported or developed in response to white food, as well as diseases like trachoma which are eradicated elsewhere in Australia, but the young aboriginals still catch to make them blind.

Parts of the old culture which are harmful still remain. Mothers in Palm Island still tickle straws in babies’ ears to quieten them – and introduce germs for deafness. Then the deaf or semi-deaf children cannot respond to teaching, either white or black.

Who can do anything about this? The aboriginal elders that are recognized by the aboriginal people themselves, who may even have some of this passing knowledge themselves. The aboriginal leaders that are recognized by the white people. The publishers of books for the youth and educational market, white and aboriginal. The remaining custodians of the aboriginal culture, who will die out within a generation unless they can transmit it now.

Aboriginal children still attend kindergartens in Western Australia who if asked where they live can point accurately in the right direction while their white peers can give an address, but do not know where it is.

There are still blackfellers who can sleep out in the cold of a desert night without suffering, and who can find water where nobody else can.

There are librarians and scientists who have collected bodies of knowledge that should be more widely known.

There are gardeners now interested in aboriginals’ plant foods that were extirpated by our cattle.

Who is collecting this knowledge?


When I was a child in Blackburn, then a rural suburb of Melbourne, there were aboriginal campers up on the hill at the end of our street. We were taught to keep clear of them – nobody thought they could teach us anything. Now they are gone – and what they knew then, nobody knows now.

books, children, future, illiteracy., imagination, library.knowledge, literacy, schools, spelling, stories

Think about spelling – the beautiful princess

Think about spelling

Do not simply try to remember spelling


  1. Which are the most common words?

36 irregularly-spelled words make up 12% of almost every text. Which appear here?

Once upon   a   time,   the   beautiful   daughter   of   a great   magician wanted   more pearls to put   among   her treasures. “Look through the centre of the moon when it is blue,” said her mother in answer to her question. “You   might   find   your heart’s desire.” The princess laughed, because she   doubted these words. Instead, she used her imagination, and moved into the photography business, and took pictures of the moon in colour. “I perceive most certainly that it is almost wholly white,” she thought. She also found that she could make enough money in eight months to buy herself two lovely huge new jewels too.


Answer: 27 very common words are here: 14 words in bold print are difficult to spell.

Once   a     the   of   a   more to put   her   through   when it is said in you       your because she I most   that   could make   in   two too.


  1. Which letters are not needed in words?


Once upon   a   time,   the   beautiful   daughter   of   a great   magician   wanted   more pearls to put   among   her treasures. “Look through the centre of the moon when it is blue,” said her mother in answer to her question. “You   might   find   your heart’s desire.” The princess laughed, because she   doubted these words. Instead, she used her imagination, and moved into the photography business, and took pictures of the moon in colour. “I perceive most certainly that it is almost wholly white,” she thought. She also found that she could make enough money in eight months to buy herself two lovely huge new jewels too.


beautiful   daughter more pearls treasures through centre when answer you   might your heart’s laughed because doubted instead business colour perceive   certainly wholly white thought could buy two lovely

But this is hard to do without 3. Which letters are misleading in words?



  1. Which letters are misleading in words?


Once upon   a   time,   the   beautiful   daughter   of   a great   magician   wanted   more pearls to put   among   her treasures. “Look through the centre of the moon when it is blue,” said her mother in answer to her question. “You   might   find   your heart’s desire.” The princess laughed, because she   doubted these words. Instead, she used her imagination, and moved into the photography business, and took pictures of the moon in colour. “I perceive most certainly that it is almost wholly white,” she thought. She also found that she could make enough money in eight months to buy herself two lovely huge new jewels too.


Once     beautiful   daughter   of     great       wanted   more pearls to put   among   treasures. “Look through     centre of     when   is blue,” said   mother ianswer to you   might  your heart’s desire laughed, because   doubted these words. Instead used   moved into   business took of colour I perceive certainly     is     wholly white thought could   enough money I   eight months to buy two lovely new.


  1. Which letters are missing from words?


Once upon   a   time,   the   beautiful   daughter   of   a great   magician   wanted   more pearls to put   among   her treasures. “Look through the centre of the moon when it is blue,” said her mother in answer to her question. “You   might   find   your heart’s desire.” The princess laughed, because she   doubted these words. Instead, she used her imagination, and moved into the photography business, and took pictures of the moon in colour. “I perceive most certainly that it is almost wholly white,” she thought. She also found that she could make enough money in eight months to buy herself two lovely huge new jewels too.

put       might   find         used   imagination moved   most   almost       also       huge


  1. How would you spell this story?


Once upon   a   time,   the   beautiful   daughter   of   a great   magician   wanted   more pearls to put   among   her treasures. “Look through the centre of the moon when it is blue,” said her mother in answer to her question. “You   might   find   your heart’s desire.” The princess laughed, because she   doubted these words. Instead, she used her imagination, and moved into the photography business, and took pictures of the moon in colour. “I perceive most certainly that it is almost wholly white,” she thought. She also found that she could make enough money in eight months to buy herself two lovely huge new jewels too.



  1. Is this spelling easier to read? Could you make it easier?


Ons upon   a   time,   th   butiful   dautr   of   a grat   magician   wonted   mor perls tu puut   amung   her tresurs. “Luuk thru the centr of the moon wen it is blu,” sed her mothr in ansr to her questn. “u   mit   find   yur hert’s dezir. Th prinsess lafd, becos she   douted thez werds. Insted, she usd her imajinatn, and muvd into th fotografy biznes, and tuuk picturs of th moon in culr.”I percev most sertnly that it is almost holy wite,” she thaut. She also found that she cud mak enuf muny in ait munths tu by herself 2 luvly huj nu juwels too.


Australian industry, cars, economick, employment, future, innovation, transport, waste

The value of a small car as a second car

The case for an Australian-made small second car

Eighty percent of homes in our street have two cars.

Eighty percent of cars that drive along our street have lone drivers.

Eighty percent of drivers would not or could not ride bikes.

If all the two-car homes had one of the cars as a small car for single-driver trips, many problems would be solved – such as use of petrol, carbon emissions, traffic congestion and parking. Australia could well make such cars. The one question to solve is feelings of safety – Sixty percent have big cars thinking they are safer in our traffic, and so make the problem worse.

The single-occupant car

The single occupant car is a symbol of death

It knows not where it goes

It tramples live animals and birds beneath it

It is out of all human contact that is not artificial

It spends the resources of the earth in its making and in its driving

It emits pollution to all around and to the air above

Mad Car Disease

If we were not all mad,, we would drive around, when we had to, mostly in very small cars for 1-3 people, using family size cars only when needed. The main reason we do not is speed. If city traffic was slower, very small cars would be safer. People would not buy 4WD tanks to feel safe in the suburbs. A household would have a cheap very small car as an accessory along with bicycles.

But because we are mad, the next generations will have no more fossil-fuels millions of years old, and more of our pollution and consequences of pollution than we have any right to bequeath.

Rolls-Royces are two tonnes. To transport one person, wastes fuels millions of years old.

Small auxiliary cars can help to slash the environmental hazard of the motor-car

Very small cars for two-car households, to be used as the second car would makes environmental good sense. Their main problem is safety in traffic. This can be solved and benefit everyone except the speed hoons.

More than half of Australian households are likely to have more than one car. Up to 80 per cent of cars on the road carry just one person. Australian-made small “second-cars” for city travel could help solve 3 problems.

For our security and future economy, Australia must maintain a sustainable heavy industry, basic manufactures,, and skilled tradesmen. Innovation is needed to reduce the present reliance of the automotive industry on producing uneconomic and environmentally unsustainable large cars, without scrapping all the factories, equipment and workers that make them.

Single-occupant private cars contribute significantly to carbon emissions and other pollution, resource depletion and other global problems related to climate change and future shortages. And their usual size increases traffic congestion.

A visitor from Mars would be astonished that to go anywhere one person takes around with him a tonne of metal. Buck Rogers future-comics never imagined this form of transport. There is a story of aliens who assume that cars are the main players on earth; humans are merely objects needed to steer them.

Large second cars have been the automatic choice when petrol costs, carbon emissions, climate change, traffic congestion and pollution were not anything to worry about. But no more.

Australians could produce light, cheap two-seater citicars as second cars for households. There are also large potential markets for small cars for older drivers and for young adults on tight budgets, who can borrow or rent a larger car when needed.

Smaller cars reduce parking problems, including at public-transport connections.

Problems and possible solutions

The major problem for small cars is the real and perceived dangers in traffic.

City roads would need to have speed limits under 50kph, and “safe lanes” on urban freeways where heavy trucks and 4WDs had to take special care about visibility of small cars.

It may be time to tax urban-based 4WDs to extinction so that small cars were less at risk. 4WDs have poor visibility when it comes to spotting small vehicles, and typically drivers are less skilled than truck-drivers. The main reason cited for the urban use of 4WDs is that it provides a feeling that it is safer driving a two-tonne monster. “Personal tanks” do seem to increase personal safety but they reduce the safety of others: they cause more third-party accidents through obscuring other drivers’ views, both when they are parked as well as when they are being driven on the roads.

Drivers of small cars have their vision impeded by large 4WDs in car parks and at crossroads; 4WDs cause more congestion, waste more fuel, and as recreational vehicles, are spoilers of bushland, creeks and other on-road and off-road rural environments.

To make small vehicles more visible some aerial might be needed such as carried by some scooters.

It is also time for cultural change to courtesy on the roads from in driver attitudes of insolence and aggression and to appreciate the value and rights of all other vehicles that do a public service by reducing congestion. This is feasible, believe it or not, and relates to a general cultural change that is needed in definitions of what is a “mature adult”.

The business of so much heavy freight on suburban roads has yet to be tackled. Freeways and interstate highways, which must be shared with speeding interstate freight, are inevitably more dangerous for small vehicles. Indeed, to substantially replace long solo car trips, it is time that rail transport was extended, that tickets for groups were cheaper than group travel by cars, bus links at stations were improved, and car-rent facilities were on-call and bookable at major stations.

As the law stands, two-seater cars would not be suitable for carrying children under eight, and hence would be of no use to ferry them to school. But it is high time for many reasons, including children’s health and education, that education facilities for young children were always available in their locality, and could be reached safely by foot, bicycle and public transport, or car-pooling.

What sort of Australian-made small citicar?

Small cars are ideal for modern energy-saving forms of power There are now many types, models and dreams of small-cars world-wide, including the predecessors such as the old baby Austins, bullnose Morrises with dickey seats, Minis and Beatles, and futuristic bubble-cars in comics. They can be cheap, durable, reliable, easily maintained and repaired, run on little petrol or a range of more environmentally-friendly power sources such as solar, electric and hydrogen-fueled. They are more weather-comfortable than motor-scooters especially for the older driver. They take up less space in traffic (but are not suitable for fast traffic), and take up smaller parking bays.

One example could be the lightweight four-seater Indian Tato Nano which could possibly sell for as little as A$2,850 plus charges and taxes. It has a rear-mounted 623cc two-cylinder 25kW engine, an overall length of 3.1m, a four-speed gearbox and manual steering, claimed fuel consumption of 5 litres per 100km, and top speed of 105km/h. The body is sheet metal and air conditioning and an airbag will be optional in the luxury version. It is regarded as sparking a rethink in manufacturing strategies and costs among rival manufacturers in first-world markets.

Two-seater hatchback cars need not have Tata’s primitive features, and could be smaller still.

Much single driving is short trips which do not require high speeds. Safe fuel-saving top speed can be set to under 120kph, or for cheap little non-freeway cars under 100kph. This is also an advantage for the elderly, who may find fast driving stressful because we tend to have slower reaction times, Traffic conditions that allow us to drive safely and to be tolerated on roads enable us to continue to be independent – reducing the great public expense when the elderly can no longer care for themselves. Speed limitation is also a safety advantage for P-plate drivers. Production lines for small cars can be more easily and cheaply modified for innovation. Innovative small cars are also more easily exported than large cars.

This direction in Australian manufacture needs urgent exploration, setting the possibilities for drivers’ information, arousing awareness, and gauging and increasing potential markets.

and see


future, Muslim

Saudi influence through paying for schools and mosques

How many of the young second generation Muslims of the West joining in IS jehads attended schools and gorgeous mosques donated by the Saudis and preaching Wahhabi Islam? Many of these places are actually named after the Arabian king who gave the money.


Many of the mosques in Australia are more splendid than the churches, and many of the Islamic schools are pretty fine institutions. They have been built with Saudi money and have Wahhibi principles. That is one reason why the young second-generation Muslims are more jehad-oriented than their parents

books, children, future, imagination, innovation, knowledge, stories

Inside Children’s Minds

Do you know anyone or anywhere can publish a review?

INSIDE CHILDREN’S MINDS, edited by Valerie Yule, Queensland: Bookpal. 2014.    Illustrated with children’s drawings, 470  pages,

Children’s stories told about their drawings.  The children tell  how they see  the world, the effects of physical and mental disorders, delinquency, rejection and despair, their imagination about war in fantasy and experienced in reality, and their re-telling of fairy stories and their common symbols.

It is a selection with their drawings from thousands of stories told to me by children, when I was a clinical child psychologist and schools psychologist, and took their stories down in shorthand. It includes research on children’s language.

Are there differences between girls’ and boys’ imagination according to their social condition?  What leads delinquents to their antisocial ends?  Why do later adults act against their own interests? What different pictures of the world do children bring to adulthood?  What insights are there to Theodore Dalrymple’s Life at the Bottom?

The stories in this book show the world as children see it, and how they can imagine things they cannot see – a world of work and play, fairy-tales and space adventures, success and failure, war and ways of living.  The differences between the stories told by fortunate children and those who are disadvantaged reveal the impact on the imagination of a child of stresses, in economic circumstances, war, family breakdown, physical and mental disabilities, and learning difficulties.  As adults try to meet children’s physical needs and cope with their behavior, they may see only the outward life and actions of a ‘problem child’, missing the vivid imaginative life that can hold the key to the child’s future.

The life themes a child develops may be expressed in their stories through symbols such as fire, snow, sinking ships and repetition of disaster. Many stories seem to foreshadow their teller’s adult prospects, and a child of six may already be preparing to hope or give up.

While violence and suffering continue amid Western affluence, we must listen to children, because so many already seem destined to be the villains and victims of the next generation.

Psychiatrist Russell Gardner observes, ‘We use stories about ourselves to guide our every action’

“These stories not only give the reader much delight but also a rare and special insight into how children think.”  Dr Dorothy Rowe.

“Your spirited treasury is full of delights and wisdom, as I’d expect,” Marina Warner.

“I’m immensely impressed by the range and detail of the material. This must surely be a work of value to educators and psychologists .” Dr June Factor.

 The book is the fruit of 40 years of research during the author’s work as a clinical child psychologist, schools psychologist and academic, in Australia, Scotland, England and Belfast.

This book is for the general public, psychologists, educators, and literary specialists.

$31.95.and special price at amazon over the holidays.

ISBN 13: 9781742844299 ISBN 10: 1742844294. Available from Bookpal, online booksellers and Australian bookshops like READINGS, Carlton


books, children, future, innovation, knowledge

Human Rights read by all

Human Rights understood by all

The UN Declaration of Human Rights as it stands is short and intelligible enough for educated people, but language and length are still too hard for everyone. A shorter, simpler version could be understood by all, and be a ready reference.  It could be part of the humanist curriculum for schools, and agreement with it part of the admission to citizenship.

The 30 clauses, set out in around 950 words, could fit on one page, or in large print, on two sides of one sheet.  Its vocabulary should be known by all, because these words are at the heart of democracy. The 30 rights can also be set out as slogans, short enough to list on passports as reminders of what nations require of their citizens.

Our multicultural societies risk division by segregation. New immigrants need more help to adapt, as they must. The whole population needs to know how to help, and to pull up their own socks. Migrants may bring with them values, beliefs and practices that downgrade or restrict women, deny religious freedoms, or youth that has been accustomed to violence. All these problems are in our own past, and latent still.

The Declaration consists of Rights, Freedoms to and Freedoms from, and Responsibilities. Here is a shortened version, with Parallel Text to help students with literacy problems:

RIGHTS. All citizens could all be expected to understand and accept that all people are born free and equal, and have the same rights without discrimination – political rights to life, liberty, justice, fair trials, privacy, security of person, and recognition and protection by the law, to be presumed innocent until proven guilty, and to be given asylum from persecution; the right to a nationality, and to take part in their government; rights to a decent standard of living, work, a fair wage, join a trade union, own property, marry and have a family, social security, education, rest and leisure, and to participate freely in their community and enjoy the benefits of our progress, in an international order that makes these possible to realise.

FREEDOMS TO” are freedoms of thought, conscience, religion, opinion, expression, peaceful assembly, association, and freedom of movement.

FREEDOMS FROM include freedoms from slavery, servitude, torture, and arbitrary arrest, detention or exile.

RESPONSIBILITIES. With these rights go duties to the community, in order to be full citizens. No one has the right to destroy any of these rights or freedoms for others.


Here is a very quick summary of what could be the equivalent of a bill of rights and citizenship test for every country of the world. Since even in Western countries they are not all taken as manifestly accepted, everyone is asked to think about each clause.


The United Nations Universal Declaration of Human Rights 1948
For each item, think, Do you agree?  If not, think why not.

  1. All people are born free and equal
  2. Everyone has the same rights without discrimination
  3. Right to life, liberty and security of person
  4. No slavery or servitude
  5. No torture
  6. Recognition as a person in law
  7. Protection of the law
  8. Right to justice
  9. No arbitrary arrest, detention or exile
  10. Right to a fair trial
  11. Innocent until proven guilty
  12. Right to privacy
  13. Freedom of movement
  14. Right to asylum from persecution
  15. Right to a nationality
  16. Right to marry and have a family
  17. Right to own property
  18. Freedom of thought, conscience and religion
  19. Freedom of opinion and expression
  20. Freedom of peaceful assembly and association
  21. Right to take part in government
  22. Right to social security and the benefits of society’s progress
  23. Right to work, a fair wage, and to join a trade union
  24. Right to rest and leisure
  25. Right to a decent standard of living
  26. Right to education
  27. Right to freely participate in their community
  28. Right to an international order in which to realise these rights
  29. Everyone has duties to their community
  30. No one has the right to destroy any of these rights or freedoms.

Summarised by Bruce McCubbery 1999


A short 950-words version -one page of small print, one double-sided sheet of larger print – of the full Declaration is suitable for schools, new immigrants and all citizens, as well as for international use. It can be found at http://home.vicnet.net.au/~ozideas/humrights.htm and in an earlier version of this article on Online Opinion, Jan 17 2008, at http://www.onlineopinion.com.au/view.asp?article=6881

As an example of my right to free speech, add The right to literacy should be added to these rights.  ‘Everyone has the right to free access to literacy, anywhere, anytime’.  An implication of this is that writing sistems must and can be made as user-frendly as possibl, while remaining close to the appearance of present print to maintain easy acsess. Lerning literacy must also be made as easy as possibl, including simpl methods of self-help: See. http://home.vicnet.net.au/~ozideas/sprules1p.htm


Short version for general use

Freedom, justice and peace are founded on the inborn dignity and equal rights of all human beings, protected by the rule of law.

Article I. All human beings are born free and equal in dignity and rights. They have reason and conscience to act to each other as brothers and sisters.

  1. These rights and freedoms are for everyone, no matter what race, colour, sex, language, religion, opinions, origins, wealth or birth, and in all countries.
  2. All have the right to life, liberty and personal safety.
  3. No slavery in any form.
  4. No torture or cruel, inhuman or degrading treatment or punishment.

6-8. Everyone is equal before the law, to have the equal protection of the law to maintain their basic rights.

9 No arrest, detention or exile without just cause and public knowledge.

  1. Fair and public trials.
  2. The right to be presumed innocent until proved guilty. No-one can be held guilty of a penal offence that was not an offence at the time, or given a heavier punishment than what was legal at the time.
  3. The right to the protection of the law against all arbitrary interference with privacy, or attacks on reputation.
  4. Freedom to move within the borders of each state, and the right to leave any country, including your own, and to return home.
  5. The right to seek and find in other countries asylum from persecution (except for non-political crimes or acts against the principles of the United Nations.)
  6. Everyone has the right to keep their nationality or to change it.
  7. All adults have the right to marry and found a family, with rights to free consent to marry, and equal rights within marriage and in its dissolution. The family is protected by society and the State.
  8. The right to own property, and not have it arbitrarily taken away.

18 The right to freedom of thought, conscience and religion, with freedom to change religion or belief, and to follow your religion or belief in public and private.

19 The right to freedom of opinion and expression, and the right to seek and give information and ideas through any media and regardless of frontiers.

  1. The right to freedom of peaceful assembly and association with others. No one may be compelled to belong to an association.

21 The right to take part in the government of the country, directly or through freely chosen representatives. The right to equal access to public service. The will of the people is the basis of the authority of government. This will shall be expressed in periodic and genuine elections, by universal and equal rights of adults to vote by secret vote or equivalent free voting.

  1. Everyone has the right to social security and the economic, social and cultural rights essential for dignity and free development of personality, through national effort, international co-operation and according to the resources of each State.
  2. The right to work, with free choice of employment, with just and favorable conditions of work and protection against unemployment. The right to equal pay for equal work. The right to just and favorable pay for work, to ensure that everyone and their families can live with dignity, supplemented, if necessary, by other means of social protection. Everyone has the right to form and to join trade unions to protect their interests.
  3. The right to rest and leisure, with reasonable working hours and regular paid holidays.
  4. The right to a standard of living good enough for health and well-being, including food, clothes, housing medical care and necessary social services, and with security if jobless, sick, disabled, widowed, aged or with other lack of livelihood in circumstances beyond their control. Special care and help for mothers and all children, regardless of birth.
  5. Education. The right to free, compulsory elementary education. Technical and professional education must be generally available and higher education shall open to all on the basis of merit. The aims of education are the full development of human personality, respect for human rights and basic freedoms, and promoting understanding, tolerance, friendship and peace among all nations, races and religions. Parents have the right to choose their children’s education.
  6. The right to join in freely in the cultural life of the community, enjoy the arts, and share in scientific progress and its benefits. The right of protection of moral and material interests for anyone’s scientific, literary or artistic work.
  7. The right to live in a social international order with these rights and freedoms.
  8. Duties. Everyone has duties to the community in which alone the free and full development of his personality is possible.   In exercising their rights and freedoms, everyone shall be limited only by the legal requirements to recognize and respect the rights and freedoms of others, and the just requirements of morality, public order and everybody’s general welfare in a democratic society.
  9. These rights and freedoms may never be exercised against the purposes and principles of the United Nations.

No State, group or person has any right to do anything aimed at destroying any of these rights and freedoms. Nothing in this Declaration may be interpreted as implying that they can.

Short history of our declarations of rights

OUR HISTORY. The history behind the UN Declaration is a way to teach world history and the foundations to our own history, showing what hard struggles have obtained these precious rights and freedoms, not to be given up lightly. “History” in our schools should include its background.

Magna Carta is the Charter of 37 rights that the English barons forced King John to sign in 1215. It became the basis for English rights, including protection from arbitrary detention (habeas corpus) and arbitrary taxes.

The American Declaration of Independence, 1776, famously states that all humans are created equal, with the right to life, liberty and the pursuit of happiness.  And we add, the pursuit of truth.

Liberty, Equality, and Brotherhood was the hope of the French Revolution 1795.

The Four Freedoms set out in 1941 during World War II, following Churchill and Roosevelt’s Anglo-American Atlantic Charter, are Freedom from hunger, Freedom from fear, Freedom of speech, and Freedom of worship.

History also shows us no steady progress. There are repeated roll-backs. Few countries today would score 30 out of 30. An annual Human Rights Ladder could/should be as publicly competitive as national medal scores in Olympic Games.

We can monitor our own legislation for how it matches up, or falls away, and why. Eroding basic freedoms attacks other freedoms. The foundations of all freedoms in the U N Declaration are freedom from fear and from want. Who are the fortunate and free, and what can be done about the unfortunate?

  1. The right to literacy should be added to these rights.  ‘Everyone has the right to free access to literacy, anywhere, anytime’.  An implication of this is that writing systems must be made as user-frendly as possible, while remaining close to the appearance of present print to maintain easy access. Lerning literacy must also be made as easy as possibl, including simpl methods of self-help. –

*  Using modern comunications such as TV, online and DVD –  http://www.ozreadandspell.com.au/

* Improved dictionary pronunciation gides, based possibly on


* ‘Triple-line’ books that lead from sound-simbol correspondence to full texts on the same page. http://home.vicnet.net.au/~ozideas/humrights.htm

The rules of English spelling could be reduced to one page, eliminating unnecessary unpredictable spellings. All that is needed is thinking inovativly. http://home.vicnet.net.au/~ozideas/sprules1p.htm



employment, future, innovation, knowledge, leisure., waste

Growth as waste

But let us look at our definitions of ‘growth’

Most of our ‘growth’ is waste.

An example is my ten-years’ old microwave oven.  It would not work.  Everyone said to me that I must trash it and buy another. That would be cheaper than trying to get someone to mend it.  I tried to get someone to mend it. It cost me his coming-out fee and six-minutes’ work. Now it works wonderfully.( But he does not get much work. He will soon be out of a job.)

Which of the two alternatives was better for the economy?

Buying another and trashing what I had gave income to the importer and the foreigner country that made the new one, using energy and materials. Trashing it would cost the local council the jobs of collecting it and putting it in landfill, which is getting scarce.  So the total cost of getting a new one would be income for some people.

Getting someone to mend my microwave would be income for the mender – his coming-out fee and six-minutes’ work. It would make less for the economy than trashing it – or would it?

My toaster was on the blink. I chucked it in the rubbish and bought  a new one.  Was the economy helped more than if someone had mended it?

I live in a house, which I refuse to sell. It makes nothing for the economy. If I sold it, I would make some money, the estate agent would make money, the wrecker would make money, the builder of a McMansion on my property would make money and so would all his subcontractors and their workmen and makers of parts for the house.  The buyer of the McMansion would perhaps take out a mortgage and the bank would make money. The McMansion would need more maintenance, cleaning, central heating and air-conditioning than my present house requires.  Selling my house would boost the economy. Not selling my house but living in it would not help the economy hardly at all.

I live in my house and don’t want to go to a retirement village or nursing home. If I did go, it would make money for lots of people, who look after old people ,from the operators and the care workers to the people who look after the financing of it all.

But we need to have jobs in preventing waste, not making more.

There are plenty of things needing to be done, without wasting.  All infrastructure needs vast improvement – repairs and innovation, in water supply conservation, sewage, transport and energy supplies. Sewerage systems can be restructured and rebuilt to stop the current appalling waste of our most renewable fertilizer, and enabling salvage of heavy metals and re-use of grey water at source. For transport, there is the invention, manufacture and maintenance of more types of vehicles that do not waste, pollute and endanger.    Housing and community environments are needed that are decent for everyone. Our present spate of development is building wastefully designed houses that pile up future problems. There are many aspects of rural Australia which need improving. How can the land be fertilized without pollution and run-off problems? What food sources can be easily grown that least deplete soils?  What are the best ways to conserve marine and forest resources, and make it possible for wildlife to survive? Landcare needs many workers;  you cant just plant trees and leave them.

Can we develop plants that withstand climate changes, poor soils and droughts? Preserve Australian unique flora and fauna?

Pest and weed eradication needs manpower more than chemicals. Can we find uses for pests and weeds, since they abound and are hardy, and that need manpower rather than chemicals to control? For example, not just cull – a temporary measure – but get rid of feral camels, using aboriginal desert know-how and skills, and making use of all bits of the camel.  How can we develop cheap means of taking camel products from the places of killing to a centre for distribution?

Can we prevent fires and develop less flammable forests and understoreys? Is a less destructive defence than fire possible against wildfires?

The greatest conservation challenge is to reverse deserts and speed the biological processes that can crumble rocks into soils.

Australian manufacture of products that are more innovative, renovatable, reliable, updatable, durable, beautiful, recyclable and less wasteful has the extra advantage of reducing the increasing freight costs from overseas.  Manufacturing techniques will conserve resources. There will be innovation in artistic and other cultural products of each country that are distinctive and contribute to variety and beauty in life in the world.  Fashions will be beautiful, useful, durable and comfortable, and designed to suit different needs, because they will be geared to the changing population

Research in many fields will be increased, rather than cut. For example, technology will be from renewable non-polluting energy sources, and innovative intermediate technology will be exported as well as for domestic use, using solar, wind, and well-geared human-power (exercise).

Retailing at present is a source of waste.  Most things in shops will be in waste-bins within two years.  Fresh foods are wasted that are not sold the first few days.  Retailers prefer to sell large appliances because the profits are greater, and hence have no call to sell innovative low technology.  As freight costs and petrol costs grow, retail can change to allow more local shopping. Local councils can sponsor local ‘Australia’ shops that advertise locally-made goods. And people ought to respond by buying them. ‘Conservation Shops’ can stock and repair only conservation products. Salvage shops and centres can find uses and salvage for everything at present thrown daily out of shops, homes and building sites, and annually as hard rubbish.

If housekeeping is sustainable and saves waste,  that will be more essential for our economy than markets that produce waste. Sustainable households will need more manpower and womanpower.

Services will include education that is lifelong to produce resilient, enterprising and idealistic adults; Childcare that is leisurely, for less herding and more freedom; Services include decent care for children, the disabled, sick, handicapped and elderly.  This will need three times the labor force than we allocate at present, and opportunities to develop services further. Entertainment programs can be produced that are as fine as possible, giving visions for the future.

Work share can reduce the load on the increasingly overworked work force, while the unemployed will be employed for the dole. Services to the public will be improved everywhere, as a priority.  ‘Invention sabbaticals’ and holidays for workers will help to develop ideas and innovations

Conditions of work can be rationalized. Once it was thought we should only need to work 20 hours a week.  Why not?  Today we have people working 48 hours plus, and others hardly working or not at all.  Skills and retraining can be organized better.