Viagra effect hits pensions

THE widespread tendency in Brazil for men to remarry women several decades younger than them, called the `Viagra effect', is undermining the country's pension system, researchers warn.
The report, by Brazil's National Social Security Institute, showed that a trend of men in their sixties marrying women half their age was leaving a big pool of young widows collecting benefits for much longer than anticipated.
``The social security system was planned so that the wife receives her husband's pension for only 15 years or so. With growing life expectancy and remarriages with much younger women, benefits today stretch out over 35 years,'' said the study's author, Paulo Tafner.

Blog Swap is a great project

I am glad that I signed up. This week's topic is freedom, as you can see. It was a bit hard to decide which freedom to write about, but my guest blogger did a good job with the subject of freedom of decision. This Blog Swap post comes from another Joe, this time Joe Missionary.

Haunting the knowledge economy

I’ve been a bit tardy about reviewing this book, so it is no longer new. But it is worthy of attention because it does try to do something original; and also because it fails.

Ostensibly a social theory of the knowledge economy, arising from an ARC Discovery grant on ‘education policy discourse in Australia’ (p. ix), it is actually an attempt at a poetics of absence, although the authors prefer the word ‘politics’ (p. 27), in economic thought.

Hence the title – ‘haunting’ is meant to denote ‘things that are neither fully present nor fully absent’ (p. 6). So, in fact, the book is not about the knowledge economy at all, beyond a literature review of the ‘discourse’ in the first chapter. It is meant to be about the ‘threshold between the perceptible and the imperceptible’, by means of which ‘we are able to identify the ghostly economies haunting the knowledge economy’ (p. 6).

The spectres in question are paraded for our inspection: the risk economy; the gift economy; the libidinal economy; and the survival economy. Each of them gets a chapter.

Thus the book proceeds by fourfold repetition (and one can’t help noticing that there are four authors, although one of them is rendered ghostly by the use of the word ‘with’). This is structurally elegant but chaffs somewhat in the reading, reminding this reviewer that repeating things four times is a standard pedagogical device for preschoolers, triumphantly exploited by the (four) Teletubbies of the eponymous TV series.

Here, then, are the four ghosts in the machine of knowledge:

- The risk economy is not only Ulrich Beck’s sociological ‘risk society’ (the dangers of modernity; the ‘bads’ of goods), but also the risks associated with entrepreneurial or Schumpeterian capitalism, and with commercially oriented techno-science.

- The gift economy, derived from Mauss’s anthropology of exchange to describe the non-market part of the economy, especially the public sector, including education.

- The libidinal economy is Lyotard’s ‘economy of desire’ and commodification; here set up as a pugilistic stand off between the creative industries and avantgarde art (the fight is fixed).

- The survival economy: diversity, sustainability and development; you might expect Ivan Illich’s ideas about frugality, but it is based on the work of Indian ecofeminist, Vandana Shiva.

All of the chapters open with an attempt to unsettle categories, by means of an extended ‘conversation’ (p. 121) between Charles Dickens’s A Christmas Carol and a work called Specters of Marx by philosopher Jacques Derrida. The ‘contact’ for this ghoulish encounter is Karl Marx, whose spectre haunted nineteenth-century capitalism and who himself is treated as spectral – in a good way – by Derrida: ‘For Derrida, the ghost rattles the very foundations of existence and problematizes an ontology based on presence and informed by Heideggarian philosophy’ (p. 4).

In other words (and such passages probably warrant other words), the authors rather like rattling foundations. The book is not therefore an exercise in exorcising shades or unmasking pre-scientific superstitions, but rather it is an attempt to defamiliarise (in the Russian formalist sense); to render the ordinary uncanny, to make it strange in order to renew our understanding.

In a sense, this strategy is good for readers – it provides them with something to do; i.e. to see if they can recognise what lies beneath the ghostly sheets. While playing this game I noticed another shape – a hidden agenda, perhaps? – poking out from under the global theory. Although it is never stated, the authors have a predilection for citing work by women, or Australians, or both. So we get the local in the global: Derrida through Australian Niall Lucy; Schumpeter through Carlota Perez; Beck’s risk through Australian Deborah Lupton; Mauss’s gift through Australian John Frow; Lyotard’s libidinous through QUT (unheimlich!); and survival via Vandana Shiva, Australianised by John Braithwaite, Peter Drahos – and bush tucker.

Such interesting diversions aside, however, the problem with this book lies not in its insistence on uncertainty, but in the all-too-obvious underlying structure. Each chapter is really about something rather familiar:

- risk economy = market capitalism;

- gift economy = public good;

- libidinal economy = consumerism;

- survival economy = postcolonialism.

Thus revealed, it emerges that the clever writing is in the service of a rather banal endeavour, for a ‘moral economy’ is lurking not far in the background and the moralistic judgements are all too predictable: for market capitalism and consumerism, please boo; for public good and postcolonial resistance, please cheer. Just when we thought we might be glimpsing something new, the book simply reinstates academic structural Marxism – a binary opposition between commerce and its others.

That is bad news for readers of HERD, for the ‘knowledge economy’ turns out to have been a ruse to power by techno-scientific neoliberal economic policymakers like yourselves: it is ‘haunted by its own contradictions’; it wants to make ‘knowledge the centrepiece of economic policy’ and ‘economics the centrepiece of knowledge policy (research, education, learning)’ – a desire that is a ‘reductive formula’ (p. 27). Apparently, the dreaded discourse of the knowledge economy ‘proffers its views of itself as and its future trajectory as solid and certain’ (p. 27). The authors want us to think instead, as Marx and Engels famously put it, that ‘all that is solid to melts into air’.

But perhaps you don’t have to worry too much, for in the end the ghost-story is not all that frightening. Far from constructing ‘a distinct social theory for the twentyfirst century’, as claimed by series editor, John Urry (p. viii), Haunting the knowledge economy remains a rhetorical or ideological critique, not a substantial investigation of either knowledge or the economy. Tempting a tart response, it asks: ‘Is it all merely a matter of semantics or something more?’ (p. 12). The authors claim to be ‘scholars of the future’ (p. 120), but their strictures against knowledge-led innovation don’t deliver ‘something more’. They stick firmly to the semantics, spooked by the possibility that the knowledge economy might matter quite substantially. They just want it to go away and leave them alone.

You can buy this book here

I can't resist a bit of comment on this post. I agree with Joe that we shouldn't think that the Almighty Father is really that concerned if our favorite football team doesn't win, or if we put on red socks or blue in the morning. I do believe in providential syncronicity, harmony in life. We should be confident that when we reside in Yahweh's love, we will make decisions according to His will and our conscience. But I do think that God has given us a very firm set of instructions for life, for our daily habits, weekly rests and yearly celebrations, those laws of the Bible. I'm sure Joe would agree with this, but his language is a bit free. I just wanted to make my thoughts known. My Blogswap for this week is posted at Tulip Girl. Thanks!

true incident

We have recently become a community of more than one-thousand members--more members, more jokes, yay! I invite you to celebrate this occasion by posting some true funny incidents of your life.

The incident I recall was very embarrassing for me, but what is embarrassing for someone is often funny for others. So I hope you may find it funny. You will understand the whole story from this email I received in 2001:

E-mails - Save the trees!

What is it with these environmentalist people that keep putting
"Stop! Think! Do you need to print this off?" at the foot of all their e-mails.

It's just when I print them off.. that's the line that appears on the second page.

Some very good advice…..

Me, yes me scammed – of all people. Here’s what happened.

I became a victim of a clever 'Eastern European' scam while out shopping. Simply dropping into Sainsbury's at Winnersh has turned out to be quite traumatic. Don't be naive enough to think it couldn't happen to you or one of your friends. Here's how the scam works: Two seriously good-looking voluptuous 20-21 year-old girls come over to your car as you are packing your shopping into the boot. They both start cleaning your windscreen. Their large firm young assets almost falling out of their skimpy T-shirts. It's impossible not to look.

When you thank them and offer them a tip, they'll say 'No' and instead ask you for a lift to another store, in my case, Asda at Lower Earley. You agree and they both get in the backseat. On the way, they start undressing, and both get completely naked. Then, when you pull over to remonstrate, one of them climbs over into the front seat and starts crawling all over your lap, kissing you, touching you intimately, and thrusting herself against you, while the other one steals your wallet!

I had my wallet stolen March 4th, 9th, 10th, twice on the 15th, 17th, 20th, 24th, and 29th. Also April 1st, 4th, twice on the 6th, three times last Saturday and very likely again this coming weekend.

So Be Warned!

A man was lying in bed with his new girlfriend

After having great sex.

She spent the next hour just rubbing his testicles -- something she seemed to love to do.

As he was enjoying it, he turned and asked her, 'Why do you love doing that?'

'Because,' she replied, 'I miss mine.'

Neck pains, headaches, dizzy spells

A man told the doctor he had severe neck pains, throbbing headaches, and dizzy spells. After a thorough examination, the doctor said there was no mistake about it -- he had only two months to live. The doomed man decided to spend all his money and enjoy his remaining life. First, he'd get something he always longed for -- a dozen tailor-made silk shirts.

While measuring him, the tailor said, "That's a size 17 neck."

"Hold on," said the man, "I wear a 15 1/2."

The tailor remeasured him: "You're definitely size 17".

The man insisted: "I'm a 15 1/2. I always wear a 15 1/2, and that's what I want."

"Okay," said the tailor, "but if you wear a 15 1/2, you'll have severe neck pains, throbbing headaches, and dizzy spells."

D Is for Disagreement

In rebuttal to the June 2008 review of our book A Is for Almanac: Complete Lessons to Teach the Use of Reference Sources in Grades K-6, we take issue with several of the reviewer's points. Firstly, formal assessments, in the form of rubrics, are included in all of the curricular units. Worksheets used for reference book lessons can be collected and scored if formal assessments are desired on individual lessons.

As to the issue of the supposed lack of independent practice in some lessons, most library schedules do not allow enough time for independent practice. Independent practice is provided in the use of the reference games and in all of the curricular units.

Differentiation of instruction is a matter between the classroom teacher and the local school librarian, depends on the needs of the individual students, and cannot be addressed in a general book. Accommodations for English Language Learners are included in the lessons by using many visual aids.

The requirement to have 15 paperback copies of dictionaries, thesauri, almanacs, atlases, and two sets of encyclopedias is realistic for most school libraries. Using copied pages of reference books instead of the actual book severely compromises the learning experience. Reference materials are legitimate purchases under Title I programs.

Keeping in mind that the intended students are K-6, we decided to limit Internet searches due to firewalls, filters, and time problems.

As to the use of Wikipedia, we suggested it for schools that do not have subscriptions to online encyclopedias. We referred to James Giles's study that concluded that Wikipedia was accurate enough to be worth using.

The June 2008 review of our book in the University of Iowa's College of Education's publication Remarkable Education states, "This truly useful resource will be a welcome addition to professional collections for elementary schools."

willytop

A little boy is going to school when he is stopped by a stranger. The stranger tells the little boy, when his teacher asks him why he is late, just say willytop. The boy looks at the stranger oddly, but proceeds to go to school.

He arrives five minutes late, and his teacher isn’t that happy. His teacher asks him why he is late. All the boy says is willytop. The teacher looks at him horrified, and sends him to the office.

The boy arrives in the principal’s office, and the principal asks him why he was sent down. All the boy said was willytop. The Principal was so horrified that he expelled the boy from school.

The boy went home, to find his parents in the living. They told the boy they knew he was expelled, but they wanted to know why. All the boy said was willytop. The parents were so horrified by this that they kicked him out of the house.

The boy is now walking to dark town streets, when he is stopped by a cop. The cop asks him why he is walking the streets alone. All the boy says is willytop. The cop is so disgusted, that he kicks the boy out of town.

The boy is now sitting in a bar, and the bartender asks him why he is alone. All the boy said was willytop. The bartender looked at him horrified, but before the bartender could say anything, the boy says “Please sir, I was kicked out of school, my house, and even my hometown because of willytop. What does it mean sir?” The bartender nods, and tells the boy to come with him across the street, because if he tells him in the bar, the other people may get mad.

The boy and the bartender are across the street from the bar. The bartender opens his mouth, but before he could speak, a drunk driver hits them both.

Approaches to learning: a guide for teachers

Despite its more general title and approach, this is a fabulous book for higher education, and possibly as a text for graduate certificates or similar in higher education, and includes a useful glossary in the back. The book provides a well-balanced survey of key theories and a solid foundation for teaching approaches for a wide range of purposes, not only for the individual teacher but internal and external stakeholders as well. Too often we encounter conflicting orientations which are not identified but can prove to be particularly confusing and frustrating most especially for academic staff within academic development programs trying to ‘figure out what it all means’. In the introduction the authors state: The educator’s role as a facilitator of student learning is dependent upon the theory of learning held. The educator’s views may form a coherent whole; alternatively they may hold scraps of incompatible theory. It is important not to have principles which clash, so bringing them to light will help in their organization so that they can be used more consciously to engage in ongoing inquiry. (p. 1)

The book brings together much of the key writing on education from various disciplinary backgrounds rather than exploring new territory. Chapter structure is well designed and set out. A major strength is the way the authors identify strengths and weaknesses of various perspectives. This is also very useful and helps to ‘provide protection from unproven and faddish ideas’ (p. 1).

The book begins with comprehensive, yet easy to understand discussions of educational philosophy, key psychological theories as well as sociological. Like many others it focuses predominantly on western culture. The chapter on social learning includes both perspectives. The approach provides very useful brief historical background, so we can appreciate the development of certain movements and thinking.

The authors point out, for example: For behaviourists, learning is conditioned individual response to stimuli; for cognitivists, it is the individual application of mental processes; for constructivists, it revolves around the construction of meaning. For social learning theorists however, learning is the product of shared experiences in a range of social settings. (p. 79)

This is very important for designing approaches, curriculum planning and assessment. There are 17 chapters in the book, which for me is too many and I would rather have seen some collapsed.

Student centred learning is referred to in various parts of the book. However, my experience is that there seems to be widespread misunderstanding of the concept among academic staff and so it might have been useful to devote a chapter to this topic, given the prominence of the approach in many universities.

The section on the origins of adult education in Chapter 9 may have been better organised around the four recurrent themes identified in the summary at the end (p. 136). This section just did not seem as smooth as some of the others. I also found the section on critical thinking too brief and there was a mismatch between that section and the summary in terms of organisation. There was room for expansion of this important chapter, especially in relation to the assumptions around student evaluations given the prominence of such evaluations in contemporary higher education and the many years that have passed since Brookfield published his work. The possibility for misuse or misunderstanding of evaluations exists in the competitive higher education environment at the individual and organizational level. As Jordan, Carlile and Stack write in relation to Brookfield’s work, ‘hegemonic assumptions are promoted by powerful interests to protect the status quo, and are internalized by teachers. They include the assumptions that:

? teaching is a vocation that often leads to teacher ‘burn-out’;

? teachers need to be rated as ‘excellent’ in student evaluations (very much a North American concern); and

? good teachers will be able to meet all of their students’ needs all of the time’ (pp. 132–133).

Readers need a better understanding of this and an expansion of the place of power structures would have been very helpful. I also found introduction of new concepts in the section titled ‘Instrumental approaches to adult learning’ (e.g. work-based learning, p. 139) that were not necessarily examined in the chapter. I would have liked to see the authors tackle in greater depth the issue of adult education in relation to the earlier chapter on stages of development and the variety of ages among students in the modern university. For example, difference (or not) between the entering 18-year-old school leavers and the various categories of ‘mature-age’ students, including those pursuing new career direction, and post-retirement students. What might this mean for curriculum in the contemporary university?

The chapter on motivation is excellent with a very useful summary towards the end of the chapter under the heading of ‘Educational implications of motivation theory’. This summary relates to many other aspects and would form a very useful framework for initial training or development for academic staff in higher education, especially tutors and sessional staff. In contrast, however, I found Chapter 12, titled ‘The learning body’, a little dull and less useful for those of us in higher education. Something more on psychological and physical health and some of the issues that teachers should be aware of might have been more useful.

After reading this book, one issue that emerged for me is what may perhaps be a gap in research related to higher education in the current context – a context that is significantly different to, say, 20 years ago. I would really like to see a revised version of this book in the future that is dedicated to higher education because I feel that there are so many sections of this book that are extremely well written, and in ways that so many others are not.

You can buy this book on amazon