Silence of the birds
BIRDS in urban areas are having a tough time as shady trees are being felled to make way for development. In the last several years, hundreds of trees and bushes have been cleared to make way for road expansion projects and the concretisation of large open spaces.
Numerous bird species are now seldom seen, such as the Asian koels, Javan mynas, fantails, bulbuls, black-naped orioles, and house sparrows.
Billed as RM9.73 for the 1st month then RM13.90 thereafters.
RM12.33/month
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Billed as RM103.60 for the 1st year then RM148 thereafters.
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Sinar Daily
3 hours ago
- Sinar Daily
Parents glued to phones risk raising aggressive, less empathetic kids, experts warn
SHAH ALAM – Constant parental distraction by phones and digital devices may be eroding children's ability to develop empathy, experts warn. The lack of deep emotional engagement during early childhood, a crucial stage for learning compassion, could leave youngsters more self-focused and prone to aggression. According to Dr Wan Munira Wan Jaafar, a senior lecturer at the Department of Social and Development Sciences, Faculty of Human Ecology, Universiti Putra Malaysia, many Malaysian parents today are caught in the grip of 'FOMO' (Fear of Missing Out), feeling the need to constantly check social media, and engage in 'phubbing'; the act of snubbing someone in favor of a phone. 'In sociological terms, Symbolic Interactionism explains how children develop meaning and social cues through face-to-face interaction; when these are replaced by distracted, partial attention, children miss opportunities to learn empathy and emotional reciprocity. 'Social Learning Theory further suggests that when parents model detachment and screen-preoccupation, children may normalise such behaviors and replicate them with peers,' she said when contacted recently. Munira further warned that over time, this lack of deep emotional exchange at home can lead children to become more self-focused, less attuned to others' feelings, and in some cases, more prone to aggressive or bullying behavior. She also pointed out the breakdown of traditional social bonds such as at home, in schools, and in communities do play a significant role in the rise of bullying among youth. 'In Malaysia's past, strong family ties, close teacher–student relationships, and the 'kampung spirit' of communal responsibility meant children were closely guided and corrected by multiple layers of authority and care,' she said. She noted that today, urbanisation, busy dual-income households, and weaker neighborhood networks mean less adult presence and fewer opportunities for young people to develop empathy, respect, and conflict-resolution skills. From a sociological standpoint, Munira explained that Social Disorganization Theory posits that when the institutions and social bonds that uphold order weaken, deviant behaviours such as bullying are more likely to emerge. Similarly, Control Theory argues that strong bonds to family, school, and community act as a restraint on harmful behavior; when these bonds erode, youth may feel less accountable for their actions. The normalisation of bullying must end, particularly in boarding schools, where hazing and 'initiation' practices are sometimes dismissed as tradition. Photo: Canva 'Without these traditional support systems reinforcing pro-social values, aggressive behavior can flourish both online and offline,' she said. Meanwhile, Manipal University College Malaysia Criminologist Nadiah Syariani Md Shariff highlighted that without proper guidance, children lack the ability to tell if the behaviours are good or not, therefore, if the imitated behaviours serve the child, these behaviours are most likely to remain and reinforce as they learn that it works or help them to get what they want. Nadiah noted that violent media serves as modelling behaviours for children viewing, and many researches have found that frequent or repeated exposure to such content is likely to nurture aggression tendency within children by two-fold (can refer to Bobo-Doll Experiment about social learning in children). 'Children initially imitate the aggressive act from the media without knowing the possible impact of the action to them or others. 'If the act serves them, in most cases they do in making others comply, they learnt that would be the ideal response especially when conflict arises,' she told Sinar Daily. Nadiah stressed that social media content is highly influential and unlike the past decade, youngsters nowadays are very much engaged in technology where most of their first-hand information is retrieved from the Internet. She said that everything they learnt is mainly from the internet, therefore, if aggressive content such as bullying is repetitively appearing on their social media feed, this would desensitise youngsters to the act of bullying, and distort the perception of harm and consequences of bullying, making the act more readily adapted and imitated. Nadiah also added that these toxic contents are easily and widely accessible online. Observing violent media is one, the dynamics of the online environment is another factor in escalating bullying tendency. 'For example, the algorithm in social media is tailored to personal preferences or previous view, further suggesting similar contents appearing repetitively, as if constantly 'feeding' the mind towards acceptance of pro-delinquent norms and values,' she said. Online trends, she added, are meant to reach a wider audience, and it can also create a sense of attraction or competition which is further validated through likes, comments and shares. Without much self-control or self-restraints, it becomes difficult for youngsters to resist the temptation or fear from missing out. Nadiah emphasised that aggressive behaviour, including bullying, is learned through observation and imitation. 'Bullying behaviours are learned, whether online or offline. Learning at a young age is through the 'monkey see, monkey do' model and this usually takes place through observation of surroundings or during interaction with others, which is followed by imitation of the behaviours. 'These observed behaviours, whether good or bad, can be displayed or modelled by parents, peers, adults, or through media,' she said.
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Rakyat Post
15 hours ago
- Rakyat Post
[Watch] Rare Colourised Footage Shows Japanese Surrender In Kuala Lumpur 1945
Subscribe to our FREE A remarkable piece of Malaysian history – rare, colourised footage – captured the moment Japanese forces surrendered in Kuala Lumpur 80 years ago, marking the end of World War II in Malaya. The restored footage, originally housed in the British National Archives, shows the dramatic surrender ceremony in September 1945 that took place outside the Sultan Sulaiman Building in Kuala Lumpur. This local ceremony followed Japan's formal surrender to the Allies on 15 August 1945 – exactly 80 years ago today – when The colourisation process has breathed new life into these black-and-white historical records, allowing viewers to witness this pivotal moment as if they were there. British 34th Indian Division Commander The footage captures him inspecting battle-weary Allied troops and visiting newly liberated prisoner-of-war camps, where the eyes of freed captives reflected both the trauma of war and the relief of liberation. The Weight of Surrender Perhaps the most powerful moment captured is the symbolic laying down of arms. Japanese military officers systematically place their ceremonial katana swords on the ground – hundreds of gleaming blades creating a striking carpet of defeat. This profound visual represents not just military surrender, but the end of Japan's brutal three-and-a-half-year occupation of Malaya. The footage then shifts to Kuala Lumpur airport, where abandoned Japanese fighter aircraft sit in silent testimony to the war's end. Scattered around them lie the remnants of occupation: helmets, bugles, communication devices, and mountains of confiscated weapons and ammunition. British and Indian officers methodically catalogue these war trophies before loading the surrendered swords onto trucks. From Invaders to Beloved Destination Today's Malaysia-Japan relationship presents a striking contrast to this dark chapter of history. Modern Malaysians regard Japan as one of their top holiday destinations, flocking to experience its culture, cuisine, and hospitality. Japanese brands, anime, and technology are deeply woven into Malaysian daily life. Yet this footage serves as a crucial reminder that the same nation once invaded Malaysian shores as brutal occupiers. During the early stages of the This support would later make them particular targets when Japan occupied Malaya. During the three-and-a-half-year occupation from 1942 to 1945, Japanese forces were known for their Learning from History This historical documentation is not meant to foster hatred, but to preserve memory. Understanding our past—both the darkness and the light—helps ensure that such brutalities are never repeated. The remarkable transformation of Japan from a wartime aggressor to a peaceful ally demonstrates how nations can change and evolve, offering hope for reconciliation and growth. The colourised footage has struck a deep chord with Malaysians, garnering over 354,000 views on social media. The vivid colours help bridge the gap between past and present, making this distant historical event feel immediate and real for modern audiences who might otherwise view wartime history as abstract or irrelevant. For those moved by this historical footage, there's an opportunity to experience this era through live performance. Tomorrow evening (16 August) at 7:30 PM, the Wisma KTC Hall in Kuala Lumpur will present '日据烽火 · 南侨机工马来亚篇' (Under the Fire of Occupation – The Nanyang Volunteer Mechanics' Malaya Chapter), a 90-minute Chinese-language theatrical production. Share your thoughts with us via TRP's . Get more stories like this to your inbox by signing up for our newsletter.
New Straits Times
2 days ago
- New Straits Times
Character education starts at home
LETTERS: Recent reports about bullying, disciplinary cases, and troubling attitudes among Malaysian teenagers have become alarmingly common. While public debate often focuses on improving school facilities or updating curricula, we should instead look at a more fundamental truth: the moral compass of our young generation. This element should actually start at home. Across all faiths, education is seen not as a phase, but a lifelong journey. Education is a continuous pursuit of knowledge that shapes both mind and character. Parents are the first teachers and the ones most responsible for shaping children's character). Without this foundation, even the most advanced education system will fail to produce individuals who are just, compassionate, and responsible. But unhealthy trends and moral decline including bad behaviour, crude language, and disrespect are sadly creeping into our schools and communities. Too often, parents assume that teachers will 'handle' the moral upbringing of their children. While educators play a vital role, their influence is limited by time, resources, and the competing demands of teaching multiple subjects. A teacher may meet a student for a few hours a day; a parent, however, shapes the home environment every single day. When that environment is nurturing and firm in moral discipline, children learn to stand against peer pressure, reject bullying, and uphold respect for others. If a child witnesses honesty, humility, and patience at home, these traits become their default behaviour. On the other hand, if they see anger, gossip or disrespect within the family, no amount of school discipline will undo that early 'training'. In addressing current problems such as bullying and attitude issues, parents must take a proactive stance. This includes monitoring their children's friendships, setting clear boundaries for social media use, and having open conversations about peer influence and moral courage. Equally important is encouraging acts of kindness and community service so that children learn the joy of contributing positively to society. The current challenges will be solved when families reclaim their role as the first and most important educators.
