The Greatest Generation Vs. The Greenest Generation
My grandfather was part of the Great Generation. Toughened by wars and depression they were patriotic nation builders.
Their monuments are long-term productive assets like the Mount Isa and Broken Hill mines, smelters and refineries, the Wollongong Steelworks, the Sydney Harbour Bridge, the transcontinental railway, the overland telegraph line, the Yallourn coal mines and Power stations, the Renison and Mt Lyell mines and railways, the Kalgoorlie Goldfields, the Weipa and Gladstone bauxite industries, Pilbara Iron, the Perth-Kalgoorlie pipeline, the Kidman Cattle Empire, the world’s biggest merino flock, QANTAS, the Holden car, Southern Cross windmills, the Sunshine Harvester and a network of roads, railways, towns, power lines, ports and airports.
The pioneers survived floods, droughts, bushfires and plagues of mice, rabbits, locusts and prickly pear to develop an agricultural industry that provides food and fiber for millions of consumers. They were frugal and inventive.
They built everything themselves with corrugated iron, shingles, guttering, poles, posts, nails, rivets, solder and wirehouses, humpies, haysheds, milking barns, sheep yards, shearing sheds, water tanks, grain stores, dairies, meat houses, dog kennels, chook sheds and the dunny up the back. They created parks and planted orchards and forests for timber and paper.
They welcomed boat-loads of hard working migrants from many countries to farms and factories and celebrated the arrival of “clean coal energy by wire” to every home.
The Great Generation made sure their kids behaved at school and did their homework. Mostly kids were “seen but not heard”. The kids walked, rode bikes or horses to school, and parents reinforced school discipline.
That generation loved and trusted the ABC which provided unbiased news and weather forecasts and wholesome entertainment.
Our lives are now controlled by the Green Generation, who follow a Globalist agenda. This generation has devalued science, engineering and trade skills and pollute education curricula with the mantras of the green religion.
They encourage the climate alarm, anti-enterprise, anti-family bias evident on the staff-controlled, taxpayer-funded ABC.
And now they mobilize noisy truant kids for political rallies.
Too many of the Green Generation specializes in obstruction, destruction, and delay, while themselves consuming the assets of the past.
They cheer the demolition of coal-fired power plants and use green law-fare to stop or delay almost everything else.
Among their battle trophies are South Australian and Victorian coal mines and power stations, most new industry proposals in Tasmania, much offshore oil exploration, new dam proposals in every state, and every new proposal for coal development, gas exploration or fracking.
They hope to hang the scalps of Adani Coal, Rocky Point Coal, Wandoan Coal, and all Galilee Basin developments on their trophy wall. Australia has huge uranium resources but nuclear power is banned.
Nowhere is the contrast between the generations starker than in the Snowy Mountains.
The Great Generation planned, financed and built the Snowy Hydro-electric Scheme (without UN direction or advice). This nation-building project captures Snowy water, uses it to generate reliable electricity, and diverts the water to irrigate towns, orchards, and crops on the dry western plains.
The Green Generation supports Snowy Hydro 2, a hollow-shelled project that steals electricity from the grid and water from Snowy 1 to pump water uphill and then recovers part of that electricity by letting the water run back down again (when their intermittent green energy fails). It will be a big, power-consuming, expensive battery.
The sad history of Whyalla is instructive. The Great Generation built an iron mine, a steelworks and a great shipbuilding enterprise there. Most of it is idle now.
This generation of techno-phobes looks like trying to build foreign nuclear-powered submarines there but with diesel-electric engines (presumably running on bio-fuel.)
The British navy that ruled the world ran on coal for the war-ships and bread, salt beef, lard, limes and rum for the sailors. Today’s green dreamers hope to feed the multi-sexual crew on nuts and raisins and use the alcohol to power the motors.
A truly modern navy runs on nuclear fuel.
But is this Australia’s next all-green warship under construction?
The Great Generation created our present world and left many useful assets as their monuments.
The Green Generation is destroying our future. The way things are heading, the lasting monuments to the Green Generation will be the skeletons of abandoned solar “farms” overgrown by lantana scrub, the concrete foundations of bankrupt wind “farms”, and spider-webs of useless sagging transmission lines and towers.
These memorials will serve to remind the next generation of the long, costly and futile war on hydrocarbon energy and the many failed climate forecasts.
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Chris Marcil
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My great grandmother and her classmates were all required to bring guns to school. No one was ever shot. Often times they would bring home something that they had hunted on their way home after school. They had a great deal of respect for human life, but these strange leftist worship gangs and they wonder why there is so much crime.
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Judy
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Well said Viv Forbes. I am in the process of organising an email alert to be sent to authors and commenters also.
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jerry krause
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Hi Readers,
I recently reviewed the following as a comment to another posting.
In 1983, when I was the only chemistry instructor at a small community college, Lauren B Resnick, a cognitive scientist who studied the learning process, wrote a short, less than two pages, article the an April issue of Science.
She wrote: In physics and other science, according to these studies, even students who do well on textbook problems often cannot apply the laws and formulas they been drilled on to interpreting actual physical events. This observation has been made on all kinds of students, including gifted middle-school children and students at some of our most prestigious universities.”
“Another well-supported finding is that all students, the weak as well as the strong learners, come to their first science classes with surprising extensive theories about how the natural world works. They use these “naïve” theories to explain real world events before they have had any science instruction. Then, even after instruction in new concepts and scientifically supported theories, they still resort to their prior theories to solve any problems that vary from their textbook example.”
“Several studies show that successful problem-solving requires a substantial amount of qualitative reasoning. Good problem-solvers do not rush in to apply a formula or an equation. Instead they try to understand the problem situation; they consider alternative representations and relations among the variables. Only when they are satisfied that they understand the situation and all the variables in it in a qualitative way do they start to apply the quantifications that we often mistakenly identify as the essence of “real” science or mathematics.”
Relative to–Another well-supported finding is that all students, the weak as well as the strong learners, come to their first science classes with surprising extensive theories about how the natural world works.–I ask: Where did these students get these surprising extensive theories about how the natural world works before they actually came to their first. formal, science classes?
My answer: From elementary and junior high school teachers who maybe never had an academic course in chemistry or physics.
And I had this actual experience in 1971. I was a post-doc at Cornell University and was interviewing for an assistant professor position at a state university. Near the end of the interview the head of the chemistry department told me I had one problem.
It was that one of my assignments would be teaching a required chemistry class for students planning to become certified teachers. And he know these students generally refused to make any effort to do anything but sit in the lecture and possibly listen.
And he considered that coming from Cornell I might have difficulty giving these students a passing grade when the could not demonstrate they had learned anything. And it was his position that if these students failed the education department would stop requiring their students attend this special chemistry class for their students. And it was this Chemistry department head that maybe some these students did learn something even if they could not demonstrate it.
I was not offered the position and I do not know if my problem was the only reason.
Have a good day, Jerry
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James McGinn
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JMcG:
Jerry, here is something you probably won’t understand or appreciate at all.
Before I became involved with exposing and untangling the physics of the atmosphere from the bad thinking that has long dominated all thought thereof, I was involved with evolutionary theory, specifically human evolution.
My examination revealed that the belief that humans are fundamentally rational and truth seeking is false. Instead humans strive for the illusion of certainty. And our goal is not understanding but belief. Once the belief in certainty is achieved we no longer have the need to understand. So, we have a natural bias against understanding because once the feeling of certainty completely molifies the need to understand.
It is for this reason that many popular models in science maintain huge compromises. Does water actually turn to steam at ambient temperatures? Of course not. But this inaccuracy is maintained because it is associated with a model that has achieved the perception of certainty.
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