/Abu-Dhabi-Family-Matters-Issue-2 by the British International School, Shanghai

What makes students succeed? Page 8

Health Germ defender travel Bali: Island of the gods ask the experts Coping with the heat education The benefits of an international education

magazine

FAMILY MATTERS

ISSUE 2

the british international school Abu Dhabi, UAE

HELPING OTHERS THRIVE

helping others to be the best they can be

Education and learning have always been our focus and our area of expertise. Our people and the people we work with all have a good understanding of what this means to us. We aim to provide students with the opportunity to be the best they can be.

admissions@bisad.ae

www.bisabudhabi.com

FAMILY MATTERS

ISSUE 2

WHAT MAKES STUDENTS SUCCEED Page 10

HEALTH Germ Defender TRAVEL Bali: Island of the gods ASK THE EXPERTS Coping with the heat EDUCATION The benefits of an international education

Family Matters Issue 2 Contributions welcome from all of the Abu Dhabi community. Please contact enquiries@bisad.ae for more information.

PUBLISHER

The British International School admissions@bisad.ae

CHieF EDITOR Travis Murray editor@bisshanghai.com

ART DIRECTOR

Travis Murray editor@bisshanghai.com

COPY EDITOR

FAMILY MATTERS

MAGAZINE

FAMILY MATTERS

CONTENTS

EDITOR’S WORD A

n interesting thing happened to me on a recent trip to my native country that I had yet to experience in my years as an expat living abroad. I’m not sure what the precise term for it is, but I imagine it might be called reverse culture shock. While most people are aware of what culture shock is and how it affects those who have relocated to a foreign land, I’m quite sure far fewer have experienced the opposite effect – returning to their native country and having culture shock deja vu, so to speak. Over the course of my time abroad I’ve generally visited home (I still call it that) with regularity, at least twice a year for a few weeks at a time. However, over the past three years, due to my work schedule and other international travel, I had not been back, instead opting for Skype video calls on holidays and birthdays. Understandably, I

didn’t fully understand the effect that this prolonged absence was going to have on me. The most interesting and annoying aspect of my experience was my seeming lack of ability to shut out the voices of others in public places. Upon visiting the food court of a busy shopping mall, I found myself unable to enjoy the long-missed food that I had specifically sought out on this occasion. Instead, the conversations of those around me overtook my mind, causing what could be described as a minor anxiety attack. Perhaps it might be better to describe it more as indoor road rage rather than anxiety, but either way, I desperately wanted those around me to stop talking. I didn’t want to hear about Justin Bieber’s new song or that it might rain later that afternoon. I didn’t want to know. So I grabbed my food and

”

exited stage left, finding a quiet bench outside to enjoy my lunch on. I realised at that moment that my long immersion among people who spoke a language I didn’t understand had weakened some mental muscle I didn’t know I had. Apparently that muscle allowed me, and presumably others, to block out the noise of those around me. It was sort of like taking off your sunglasses on a sunny day, exept that your eyes don’t adjust. Sensory overload, in other words. While the symptoms did seemingly subside in time and were by no means cause for genuine concern, the experience did instil in me an appreciation for one aspect of expat life that is generally overlooked – peace and quiet amidst the cacophony of everyday life. § The Family Matters team

Aelred Doyle aelred@gmail.com

CONTACT

The British International School Abu Dhabi PO Box: 60968 Abu Dhabi, United Arab Emirates Physical Address: Behind Abu Dhabi University, Al Ain Rd (#22) Tel: +971 (2) 510 0100 Fax: +971 (2) 586 6979 Email: enquiries@bisad.ae Entire contents © 2011 by Family Matters Magazine unless otherwise noted on specific articles

18 24 29 A Balanced tech diet

The benefits of an international education

Which university is right for my child?

Mark Wilson discusses the effective use of technology in the classroom

Christian Bishop talks about why being part of the international school system can be an advantage to children

Mark Angus looks at the university selection process from an interesting angle

CONTENTS

FAMILY MATTERS

8 What makes students succeed? Mark Wilson explores the formula for educational success

38 40 42 50 The personal statement

So youâ&#x20AC;&#x2122;re relocating

Coping with the heat

Whatâ&#x20AC;&#x2122;s your expat story?

Lauren Murphy tells Family Matters how students can stand out from the crowd

Claudia Neumayer provides you with a relocation checklist

Some helpful advice for parents on dealing with the heat in Abu Dhabi

Neil Jensen explores the expat experience

essentials guide

A B U DHA B I

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COMMENT

FAMILY MATTERS

COMMENT Why we need some good old fashioned advice

The art of getting your children to talk to you

Some reasons people avoid seeking help even though they need it

Helpful ideas to encourage better communication at home

roblems come in different shapes and sizes – from minor inconveniences to crisis situations that can’t be outrun or wished away. There’s no way to escape these trials of faith and sanity other than facing them head on.

from getting the help they need, because they value what others think about them more than what they need emotionally and psychologically. They fail to see the value of professional counselling, which is objective, scientific and result-oriented.

Among the difficulties people face every day, none are so distressing and painful as relationship problems. These can cause a great deal of stress and even lead to depression, and fights between couples can become so overblown that the only way for the fight to end is for a mediator to come in. Sometimes, a mediator is needed to be a third party, a referee or a peacemaker. The mediator is also expected to provide the necessary guidance and counselling to the feuding parties.

Fear The fear of facing the truth and reliving painful experiences like sexual or physical abuse, drug addiction or trauma from violent incidents can prevent people from going to a counsellor. Remembering painful memories is usually part of counselling sessions and therapy. These memories cause fear and anxiety on the part of the patient. But if someone under great stress or suffering from severe depression neglects to get proper therapy, the problem can be expected to get worse. Reopening a painful emotional wound is never pleasant, but we don’t heal unless we learn to face, and eventually cast away, painful memories from our past. Through counselling, people with serious problems can learn to adjust and cope with their emotional and psychological issues.

Still, many involved in a tussle refuse to acknowledge the need for counselling. Whether we’re talking about a married or engaged couple, siblings or very close friends who suddenly became bitter enemies, the thought of seeking professional help just doesn’t come to mind. Many people hold back from seeking counselling for the following reasons: State of denial Angry people sometimes deny the existence of a problem. With stubborn pride, an angry person can just fume away and dismiss the need to control anger and resolve a problem, believing in effect that things will simply sort themselves out. People can also camouflage or mask their vulnerabilities by refusing to seek help. They see counselling as a situation that will expose them for who they are, warts and all. They wish to avoid that kind of vulnerability at all costs and, as a result, find themselves in a state of denial. Social stigma Some people have a misconception that only mentally troubled people go to therapy. This mindset prevents a lot of people

Religious stigma Some associate counselling with religion or dogmatic beliefs, making the act of getting counselling uncomfortable for those who don’t consider themselves religious or spiritual. While many people have found comfort and refuge in churchbased counselling sessions, many are still wary of getting counselling there since they think they will have to become a member of the church. Few people are strong enough to face life’s storms alone, and there’s no shame in seeking counselling to cope with relationship problems. The important thing is to put time and commitment into your relationship, in the hope of positive results, and over time the resolution of your problems. §

eing a parent isn’t easy. Some days just getting everyone in your family all together at the same time for dinner can seem like an impossible dream. Between after-school sports and clubs and working and errands and carpools, it’s not surprising that almost half the parents in a recent survey said they felt a growing distance between themselves and their children. Today’s children have more things to deal with than kids did even just twenty years ago. Drugs, mixed messages in advertising, peer pressure, packed schedules and outside activities all add to the pressure they face. So how, in the midst of all this chaos, do you find time to talk to your kids – and more importantly, have them talk back to you? Here are several ideas that can help: 1. Eat dinner together as a family at least three times a week. Conversations flow easier when they happen around the dinner table. If your family is conversationally challenged at first, think of conversation starters before each meal. Plan a family vacation, letting each child talk about where they’d like to go or what they’d like to do. Talk about current events, the latest films or upcoming special events. Ask your children open-ended questions that have to be answered with more than a yes or no. 2. Turn off the outside world. Set aside family time each night and have everyone turn off their phones, computers and the television. Let your friends and extended family know that you won’t be available during that time, and stick to it. Your kids (especially teenagers) may joke about it, but secretly they’ll probably be delighted. Use this time to reconnect with each other. Watch a film, play board games, take turns reading out loud, but whatever you do, do it together.

3. Cook at least one meal a week together. Even your youngest children can do something to help. If your kitchen is too small for everyone to fit, schedule a helper or make your children responsible for different parts of the meal. Your family will grow closer during this time, and your kids may even start the conversations themselves. (You can always get the ball rolling by talking about things you did with your parents. While you may not be cool, chances are your kids think your parents are, and will be impressed.) 4. Make it safe for your kids to talk to you. Let them know that you won’t get angry or upset if they talk to you about what’s going on. If they tell you something off the record then make sure it stays that way (emergencies and dangerous situations aside). 5. Listen to what they have to say. If you’re working or doing something else when your child starts to talk to you, they may give up if they know your attention is really somewhere else. Give them your undivided attention when they’re speaking. 6. Use active listening skills. Make sure that you understand what your child is telling you. Repeat what they told you and ask questions. 7. Set aside special time to spend with each child. It may be nothing more than taking one child at a time with you when you run errands, but let each child know that you value spending special time with them. 8. Be patient. Don’t expect a perfect family. If you’re not a 1950s TV family, it’s okay. Remember that perfect families don’t really exist anyway. Just keep trying, and you’ll learn the art of conversation with your kids isn’t as hard as you thought! §

FAMILY MATTERS

EDUCATION

WHAT MAKES STUDENTS SUCCEED? HOW TO ENCOURAGE YOUR CHILD THROUGHOUT THEIR SCHOOL YEARS By Mark Wilson

ENCOURAGE INQUIRY All children are born with an inquisitive approach to life. They study the faces peering at them from birth and learn to read the expressions and the tones of voice. They test their parents by wanting to put their fingers in danger, put dirty things in their mouth and climb on things that are high! Adults recognise the dangers inherent in such inquiry but also value the spirit with which such inquiry promotes learning. Inquiry is a key element of a child’s learner profile and at the heart of all learning. Creating a learning environment in which students feel confident to explore, grow and challenge themselves is what all good schools should set out to do.

MAKE THE MOST OF THE EARLY YEARS Professor Paul Bloom argues that 50 percent of learning takes place before the age of four and another 30 percent between four and eight years old. Children learn through their five senses – of sight, hearing, touch, taste and smell – and the sixth step

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THE ONLY DUMB QUESTION IS THE QUESTION YOU DON’T ASK Paul MacCready, inventor

of what they do physically. Each moment is a learning experience. They love to touch things and find out how they work; to explore space and their environment; and to imitate adults. All of these learning activities create pathways in the brain, either new if it is the first time or building on existing pathways. Children learn to talk by talking; they learn to crawl by crawling; and they learn to walk by walking. Giving students the opportunity to learn by using all their senses, and especially by doing, is another key element to fostering success. All the best sports people learn by doing. Roger Federer did not perfect his serve by reading about it; Tiger Woods does not improve his short game by watching videos of others chipping; David Beckham certainly did not learn to cross a ball by listening to others discuss it. The best way to learn is to do. Success is aided by giving students the opportunity and confidence to learn by doing, reflecting on their progress and doing it again.

MAKE THE MOST OF THE WORLD AROUND YOU Our homes, our beaches, our parks, our forests, our streets, our cities are all great places to learn as long as children are encouraged to explore them safely, through all their senses. Taking a walk around a wood provides endless opportunities for learning about nature, science and the world around us. Finding your way around a complex subway station is a real world numeracy lesson. My son has guided us around stations by reading the numbers on signs since he first started being able to do so. This links perfectly

30% of a child’s learning occurs between the ages of four and eight, according to Paul Bloom

to educational research, which tells us to link learning to real world experiences in order to create deeper learning and meaning for students.

ENCOURAGE POSITIVITY We all know how we feel after positive comments and how we feel after negative comments. Accelerated learning pioneer Colin Rose says: “It is true that throughout life if you think you are a poor learner then you probably are a poor learner.” American research shows that young people are likely to hear six times more negative comments than positive ones. Comments like: “Don’t do that. Don’t touch that. Don’t play with that.”

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the age at which a child is said to have done 50% of their learning, according to Paul Bloom

EIGHT-YEAR-OLD CHILDREN HAVE A RADICALLY DIFFERENT LEARNING STRATEGY FROM TWELVE-YEAROLDS AND ADULTS. EIGHT-YEAR-OLDS LEARN PRIMARILY FROM POSITIVE FEEDBACK (‘WELL DONE!’) Science Daily (September 27, 2008)

The power of positive thought is well documented. Whole industries are being built around positive thought and vision. Muhammad Ali, arguably the world’s greatest boxer, made 19 predictions about the round in which he would win a fight in his career. He was right, to the round, in 17 out of 19 fights, which he puts down to visualising success. To create an atmosphere of positivity is to create an atmosphere of learning.

EDUCATION

FAMILY MATTERS

litres a day to stay effectively hydrated. Water, not energy drinks.

EDUCATION

COMMUNICATION & CONCENTRATION PARENTS

communication triangle STUDENTS

DEVELOP GOOD COMMUNICATION BETWEEN PARENT, CHILD AND SCHOOL The world is based on good communication. Schools, parents and students all play equal parts in ensuring that there is good communication. Create, foster and develop good communication between these three elements and you open dialogues that will help guide each component through the journey, through the changes and towards success for the students, parents and school.

EAT, DRINK AND SLEEP WELL Your brain needs energy from food to work: “As an adult, the brain weighs 2% of your total weight but uses 20% of all energy you develop.” (The Learning Revolution, 2004, Dryden and Vos) The most important meal of the day is often cited as breakfast. Not only does it kick-start the metabolism and awaken our bodies to work effectively, it also provides the energy our brain needs to begin working well. We would not try and exercise our leg muscles by going for a run without making sure we had taken on board the food to provide the energy required. Athletes use carbohydrates as these release energy slowly and enable longer training periods. Our brain, like all other organs, requires food to make it work. The right type of food is important. Junk food, crisps and chocolate do not have a sustained energy input. Fresh fruit (bananas are good because of their high

TEACHERS

equals

loss in hydration

potassium levels, as are fruit with high Vitamin C like oranges) and vegetables are good because they are high in glucose, which is what the brain requires for energy. Staying hydrated is also very important. 5% dehydration = 20% loss in concentration. Drinking water is the best way to stay hydrated. Studies show that people should drink between one and two litres of water a day to remain effectively hydrated. Tea and coffee do not count as hydration. Energy drinks like Red Bull are very high in caffeine and will give a short-term hit of energy, but this is not sustained and will leave you feeling worse within 20-30 minutes. Likewise, drinks high in sugar will give a short energy hit but not sustain or hydrate you. Always have a bottle of water with you when studying. Sleep is important for refreshing the brain and the body. A shortage of sleep will affect performance and the lower energy levels will affect concentration. A student should aim for eight hours of sleep minimum.

PAST, PRESENT AND FUTURE As adults (teachers and parents) we need to develop our skills to support learners. Maccoby and Martin (1983) established four main types of parenting behaviour: authoritative, where high standards are explained and reasons for controls are given; permissive, where parents emphasise freedom of expression with few controls; uninvolved, where parents neglect the emotional needs of the child; and authoritarian, where parents engage in high levels of control and lower levels of affection. They believed that while these are used by different people to varying degrees at different times, generally punishment has to be balanced with praise; leniency has to be balanced

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20% loss in concentration

IF I HAD MY CHILD TO RAISE ALL OVER AGAIN, I’D FINGER PAINT MORE, AND POINT THE FINGER LESS. I’D DO LESS CORRECTING, AND MORE CONNECTING. I’D TAKE MY EYES OFF MY WATCH, AND WATCH WITH MY EYES. I WOULD CARE TO KNOW LESS, AND KNOW TO CARE MORE. I’D TAKE MORE HIKES, AND FLY MORE KITES. I’D STOP PLAYING SERIOUS, AND SERIOUSLY PLAY. I’D RUN THROUGH MORE FIELDS, AND GAZE AT MORE STARS. I’D DO MORE HUGGING, AND LESS TUGGING. I WOULD BE FIRM LESS OFTEN, AND AFFIRM MUCH MORE. I’D BUILD SELF ESTEEM FIRST, AND THE HOUSE LATER. I’D TEACH LESS ABOUT THE LOVE OF POWER, AND MORE ABOUT THE POWER OF LOVE. Diane Loomans, Full Steam Ahead

EDUCATION with rules and controls; authority has to be backed with reason. In the same way as authoritative leaders create effective schools, so we find that authoritative adults are best placed to support learners. The key to a childâ&#x20AC;&#x2122;s success is providing boundaries, explaining reasons for the limitations placed on them and providing a warm, supportive environment without over-indulgence. No one ever said that it was easy to be a parent or a teacher. However, when we establish the right balance for the needs of the individual child, success is guaranteed for the healthy, happy development of the child. Â§

FAMILY MATTERS

Stage not

age Why the English Curriculum is also suited to the international school environment by Mark Angus

nternational school learners: who are they? A fundamental and seemingly straightforward question, but nevertheless one that repays closer inspection if we are to better understand how pupils are best served in an international learning environment.

While young people all over the world are required to confront any number of pressures that their parents and grandparents didnâ&#x20AC;&#x2122;t have to face, it also seems that international school pupils â&#x20AC;&#x201C; in addition to the normal problems of childhood and adolescence â&#x20AC;&#x201C; face a range of challenges that are unique to them and which may have an impact on their learning, putting them under even greater strain than their home country counterparts.

FAMILY MATTERS

EDUCATION

The issues facing international learners Consider, for instance, the sort of transitions that many international school pupils undergo: • leaving a familiar home • leaving an existing school • leaving a network of friends • moving to a country where the language, culture, media and food may be unfamiliar and challenging • being without extended family support groups • perhaps leaving well-loved pets or toys • restricted play or sporting facilities • personal security issues Any of the above could have an effect on the most resilient of children (or adults, for that matter), but for those who have not developed sufficient coping skills and strategies, the process can be overwhelming. Consider also the types of home environments international learners may experience: • separation for extended periods of time due to work • limited social interaction with people outside the family

• a sense of physical isolation • a learner’s parents may not speak English, meaning they mix socially only in communities who don’t use English These are the sorts of circumstances in which international learners frequently find themselves. The process of starting a new school in a foreign country can be disconcerting and disorientating enough, but when we consider all that pupils have to contend with, often at a very young age, it looks to be an extremely difficult task to support them, to help them to learn and to assist them to function in a relatively ‘normal’ way. The task becomes even more daunting when practical, school-related issues are also addressed. For instance:

FAMILY MATTERS

The process of starting IN a new school in a foreign country can be disconcerting AS WELL AS disorientating

• in international schools, pupils may not be entirely competent or confident in the language of instruction • families may not understand the underlying principles of the system in which they have enrolled their children • pupils and parents may be undecided as to the tertiary education system they wish to follow • pupils may have large gaps in their knowledge as a result of frequently moving or transferring from one system to another • pupils may have difficulty adapting to different teaching styles, school organisation systems and expectations Therefore, the degree to which international learners need to be supported in their learning is probably even greater than in a home country

”

FAMILY MATTERS

EDUCATION

teaching and learning is driven by an understanding of what pupils need to know how to be able to do, rather than simply what they need to know

environment. If this is the case, international schools should aim to provide a system of learning and teaching that takes into account the myriad factors above, while also providing the means for accurate assessment, setting clear targets for pupils to work towards and designing programmes of study based on an individual’s strengths and the areas they need to develop. For these reasons, the English National Curriculum has proved to be a valuable and robust system for providing international learners with the right sort of challenges and support. Its greatest strength in this respect is that it operates on the basis of Stage, Not Age.

How the English National Curriculum works Subjects in the National Curriculum are divided into 8 levels of attainment (1 is the lowest, 8 the highest), and each level has a number of key skills or competencies that pupils are required to attain. In the core subjects of English, Maths and Science these 8 levels are divided into a further 3 sub-levels which are classified in ascending order as c, b, a (2b is higher than 2c, 2a higher than 2b and so on). This nomenclature is used to indicate a pupil’s security within that level. A pupil with a level of 2c has attained some of the competencies within that level but not all, while a pupil at 2a has achieved all or almost all of those competencies. The emphasis on key skills and competencies means that there is a great deal of flexibility in how pupils are assessed and then taught, which is essential in an international school. Teachers

are not necessarily bound by rules that say topic X must be taught in Year 3, or skill Y in Year 7. Rather, teaching and learning programmes can be modified to build on an individual pupil’s previous learning and skills, and can then be used to develop attainable, personalised targets that enable pupils to make clear and measurable progress. In such a scenario, teaching and learning is driven by an understanding of what pupils need to know how to be able to do, rather than simply what they need to know. This helps international learners in a number of ways. Firstly, teachers have clear guidelines when getting to know and assessing new pupils on the competencies and skills they’re looking for. They seek to place each pupil within one of the eight level descriptors described above, noting as they do particular areas of strength and weakness. This is important, as the school records that accompany international pupils do not always provide such information, or are simply unavailable. Similarly, for highly mobile families, pupils may start at new schools often and so the interruptions to their learning need to be minimised as much as possible.

The benefits of Stage, Not Age Following on from this, teachers are then able to use the information gained from initial assessments to ascertain what is required to fill in the gaps in a pupil’s learning easily and effectively. This means that time is not wasted by teachers trying to get a handle on what new pupils already know. This is extremely important in the international school sector. A glance at the enormous and varied list of countries that pupils come from in a large international school tells us that expecting homogeneity is pointless. Year

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6 will not be the same in the US as in Germany, Norway or Saudi Arabia. A Year 9 student from Australia will have studied different topics than their classmates from Belgium, Thailand or Korea. This is why the National Curriculum and its focus on competencies is so useful and effective. It allows schools to describe in practical terms pupils’ abilities and to delineate in detail the skills that they possess. It’s very clear, for instance, what skills a pupil who has attained a level 5a in Maths has. This information, because it’s clear and easy to understand, is also readily transferrable and helpful across the world, no matter what system a pupil is in. In an international school context, where families are highly mobile, being able to understand pupils’ abilities and skills quickly is extremely valuable. In addition, the National Curriculum allows pupils to be put into class groups appropriate to their age, irrespective of their previous learning. This is extremely important in the international sector, where there are so many mitigating factors that might prevent a pupil automatically being at the same place in their learning journey as other pupils of the same age. Experience has shown that pupils are able to settle more quickly in a new school if they are with peers of their own age, even if their learning experiences to date do not entirely correspond. National Curriculum levels also make it easy to identify where pupils need to be supported in their learning, or where they need to be extended. Pupils with English as a second language can learn alongside native speakers, for instance, or pupils who have studied geography in and about different countries can work together when the focus is more on developing their key skills. This is possible because of the National Curriculum’s

EDUCATION

The focus on skills also means that units of work can easily and effectively be adapted for local circumstances

adaptability and the importance it places on Stage, Not Age. Pupils are given the opportunity to develop the competencies appropriate for them as individuals, given the skills they have already acquired, and these are not defined solely by the year group theyâ&#x20AC;&#x2122;re in. Very effective teaching can then be designed around this principle of personalisation; a common sight in a successful international school is pupils of the same age working alongside each other at very different stages of their learning journeys. The focus on skills also means that units of work can easily and effectively be adapted for local circumstances. For instance, the History curriculum requires pupils to learn and develop a series of competencies, but it does not prescribe the historical periods, personages or politics they should study. This means that programmes of study can be made more relevant to local history and events, or to a particular class group, which in turn creates more relevant and engaging programmes of study. Another benefit is that using the National Curriculum effectively in an international school requires imaginative, thoughtful and

FAMILY MATTERS

resourceful teachers able to adapt what and how they teach to their pupils. International school teachers bring very different types of professional and life experience and this, combined with the demands of the National Curriculum, can make them more flexible, creative and able to personalise learning than home-based counterparts. (A fine example is in Shanghai Family Matters Issue 7, where Katherine Norris, a teacher of English and Literacy, describes how she personalises learning for pupils with different backgrounds, experiences, skills and knowledge.) Therefore, while the National Curriculum is very much a product of the English educational system and was originally designed for schools in England and Wales, it has many qualities making it eminently suitable as the basis for programmes of study in international schools. Itâ&#x20AC;&#x2122;s flexible, has good assessment tools and describes skills and competencies in clear terms that can be understood anywhere, extremely useful for the mobile, international pupil. Â§

FAMILY MATTERS

EDUCATION

FAMILY MATTERS

a balanced tech diet Effective use of technology in the classroom By Mark Wilson

here’s been a debate in education for a while about the role of technology, in comparison with a ‘traditional’ education. This article looks at both sides of the debate and develops a hypothesis that the so-called opposing sides are a myth; that education is about a balanced blend of a wide variety of teaching and learning skills, among which embracing technology as an integral part of 21st-century learning is an element, but not the key element.

FAMILY MATTERS

EDUCATION children and young adults. Those who exceeded the AAP recommendation were about 1.6 times to 2.2 times more likely to have greater than average attention problems.” – Researcher Edward Swing Even if we accept that too much exposure to multimedia and the bad habits of digital multitasking have a negative impact on attention and learning, is it possible to maintain the status quo of a teacher standing in front of a classroom transferring facts and knowledge to students? Schools still look the same now as they did a hundred years ago. Is that appropriate, given how rapidly the world is changing? “Compulsory education began in Prussia in 1717, with a teacher, chalk and a blackboard. 300 years later, many schools around the world still use the same outdated ‘cultural ritual’.” – Dryden and Vos, The New Learning Revolution, 2005

People under 20 are often referred to as ‘digital natives’ having grown up without ever knowing a world before computers, video games consoles, mobile phones, DVD players and always-on high speed Internet. The story goes that using this technology is as intuitive to our children and students as switching on a TV was to the older generation of ‘digital immigrants’ who were around before these tools and gadgets were invented. It’s very easy to be seduced by evangelists who want to saturate education with laptops, iPads, iPhones, YouTube and Facebook – educators do strive to be modern and relevant – but we need to decide whether we need to go this far so quickly, and if there are unwanted consequences.

The myth of multitasking A recent PBS documentary tracked a group of MIT undergraduates who were so at home with digital technology that they enjoyed using different forms at the same time, claiming to be excellent multi-taskers. Is it really possible for students to read a book, answer homework questions, watch a video, listen to music, conduct eight different IM conversations and play FIFA 2010 at the same time? American journalist and author Nicholas Carr confessed that he can’t multi-

task very effectively in his 2008 Atlantic article ‘Is Google Making Us Stupid?’ when he noted: “Over the past few years I’ve had an uncomfortable sense that someone, or something, has been tinkering with my brain, remapping the neural circuitry, reprogramming the memory. My mind isn’t going – so far as I can tell – but it’s changing. I’m not thinking the way I used to think. I can feel it most strongly when I’m reading. Immersing myself in a book or a lengthy article used to be easy. My mind would get caught up in the narrative or the turns of the argument, and I’d spend hours strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration often starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I’m always dragging my wayward brain back to the text. The deep reading that used to come naturally has become a struggle.” This concern that our brains are literally being changed by technology resonates with research that links children watching TV or playing video games to a lower attention span. “In other words, the quick pace of television and video may have a brain altering impact on children and adolescents. This altering of the brain is what may limit attention span.” – Allan N. Schwartz, PhD “Too much time spent watching television and playing video games can double the risk of attention problems in

How do educators harness the benefits of technology without ruining students’ attention spans? It’s helpful to remind ourselves how and why we use digital tools in the classroom.

Greater access to content No matter how good your local library is, paper libraries will never be able to compete with the range and immediacy of the up-to-

date resources available on the Internet. In addition to Wikipedia and Google Maps, we have every major news agency, such as the BBC, the Guardian and the New York Times, updating their websites in real time. Books used to take weeks to clear customs, but you can download them to portable devices in seconds using ebook applications such as Kindle, iBooks and Kobo.

Conclusion: Achieving a greater balance Question: Can technology be a useful tool to help students learn? Answer: Yes, especially when used alongside the support and guidance of a skilled educator. Question: Does technology distract students from learning? Answer: It can, and is more likely to when not used alongside the support and guidance of a skilled educator. The key to understanding the relationship between technology and education is to understand that they’re not in conflict, but rather are part of the same equation as a balanced diet. Eating five portions of fruit and vegetables a day is a well known approach to maintaining a healthy diet. Technology plays an important part in helping students learn: it can encourage them to take responsibility to learn, it can

The key to understanding the relationship between technology and education is to understand that they’re not in conflict

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It’s very easy to be seduced by evangelists who want to saturate education with laptops, iPads, iPhones, YouTube and Facebook

guide them towards knowledge and research that would have taken us days before the Internet, it can help students personalise their learning and thereby improve it. However, it’s only a part of the varied pedagogical approaches a teacher can take to help students learn. To maximise the potential of technology to personalise learning, students must first of all be taught how to use it. Among the things we’re talking about are teaching them how to research, how to use search engines and research sites, how to gather primary research via electronic questionnaires and surveys; the power of technology can be a key tool in empowering the learner.

We could have doubled the word count of this article by reflecting on the safety and privacy issues amplified by the emergence of social networks. That’s an important issue which must be taken very seriously, to the extent that safety should lie at the heart of any digital strategy we implement. If technology can be so useful, should every student have a laptop? There are different views on this, mirroring the wider consensus that they can both enhance and distract from effective learning. Let’s not forget that in nearly every examination, from Key Stage 1 through to university, the student still needs to read an exam paper and write with a pen

or pencil. Although exam boards have begun to use technology for testing in certain areas, the traditional approach remains dominant. Responsible schools don’t leap into new schemes glibly. They need to prepare their infrastructure and their culture to make sure their use of technology improves learning. We are indeed in the midst of a cultural revolution. Schools are undergoing the biggest changes since they were first created, as technology changes the landscape and opens up new horizons, not just in what students learn but in how they learn. §

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helping others to be the best they can be WWW.BISABUDHABI.COM

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ducation and learning have always been our focus and our area of expertise. Our people and the people we work with all have a good understanding of what this means to us. We aim to provide students with the opportunity to be the best they can be. HELPING We do everything to support people and be useful to them, always keeping their best interests at heart. OTHERS Our communities: students, parents, policy makers, the societies in which we live and, of course, our own people. Our work reaches all of them. THRIVE To grow. To flourish. To learn. To be inspired. To stretch yourself further than you, or anyone else, thought possible. To experience more. To keep going, onwards and upwards, closer and closer to your aims and dreams.

CONTACT ADMISSIONS@BISAD.AE TO ARRANGE A VISIT TO OUR SCHOOL OR TO ORDER A SCHOOL PROSPECTUS

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THE BENEFITS OF AN INTERNATIONAL EDUCATION WHY BEING PART OF THE INTERNATIONAL SCHOOL SYSTEM CAN BE AN ADVANTAGE TO CHILDREN By Christian Bishop

nternational schooling has been available for many years, and hundreds of thousands of children have been through the international system. But are there many advantages to having an international school education? Having taught in international schools for 11 years I’ve been exposed to many different cultures and experiences, but, more importantly, have seen first-hand the effect of an international education on young learners. Perhaps the most immediate and obvious advantage is the multicultural environment children find themselves immersed in. The schools celebrate a myriad of cultural events and this broadens children’s minds and understanding of the world and the beliefs of others. The culture of the country they reside in is also absorbed, allowing them to be more understanding of others and receptive to others’ beliefs. Such understanding should not be underestimated. In the world we live in, few adults show as much cultural tolerance as international school children.

EDUCATION This, in conjunction with religious education and citizenship lessons, creates truly rounded individuals who have an intricate knowledge of their own culture and that of their host country. Such experiences were certainly not available to me in my childhood in the UK, and I feel proud that my children receive this grounding. Another true advantage for their futures is language acquisition. Children in schools abroad will inevitably learn the language of their host nation. This process of learning a new language is incredibly valuable, as this not only arms them with a new language, but prepares them for learning other languages in the future. Children who have learnt an additional language are, usually, more likely to learn other languages quicker. They develop the ability to soak up languages and can easily switch between the additional language and their own mother tongue. Not only does this have immediate advantages, allowing them to communicate in a foreign land, but it also has massive implications for the future as they can use the additional language and possibly go on and learn another. Very few adults speak more than

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one language fluently; a large percentage of international school children do. When living abroad we tend to travel more, both back home to our native lands and to other destinations. This travelling exposes children to even more cultural experiences, as well as making them worldlier. When we travel to other countries we tend to visit sites of cultural importance or famous landmarks. Such experiences make impressions on young minds and give them life experiences that stay with them forever. I talked to my class about places we had visited, and it was amazing to list some of the things these young learners had seen. International schools always plan a great range of activities and visits. When I stand back and look at the educational visits our children take part in, from Year 1 through to Secondary, it’s astounding. From residential to other countries the kids have the opportunity to experience a whole new world. This is also true of extra-curricular activities. In every international school I’ve worked in, there’s always been an enormous range of activities on offer. These give children the chance to try out new

WHEN I STAND BACK AND LOOK AT THE EDUCATIONAL VISITS OUR CHILDREN TAKE PART IN, IT’S ASTOUNDING

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activities that they’ve never experienced before. Activities such as sailing, sword fighting and yoga can all be done elsewhere, but you’d have to actively seek them out. At international schools, they might be among the extra-curricular activities offered. The supportive nature of international schools means students can try any of these activities and discover new passions. After all, how do we know if we’re the next Olympic ice skating champion if we’ve never ice skated? The final major advantage, though, is possibly the most advantageous for children’s futures. Being immersed in different cultures, travelling regularly and having the opportunity to experience many different things has an impact upon how they view the world in general. They become more globally minded. There are many different names for this – global citizens, third culture kids and more – but in general the message is the same. The children become more adaptable to change, more understanding of others, more knowledgeable about the world and, most importantly, become rounded, considerate individuals. These children are more likely to travel, to be adventurous and try new things, and in the future are more likely to be highly ambitious. They’ve seen first-hand what a good education is and know how lucky they’ve been, so make the very most of the chances they’re given. I’m constantly surprised by the levels of understanding our children demonstrate and some of the highly mature comments that come from our younger learners. I’m confident that internationally educated children have a great head start in life, and am proud to say my own two children have been given the privilege. §

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in the zone Dr Terry Creissen

“Hard work spotlights the character of people: some turn up their sleeves; some turn up their noses; and some don’t turn up at all.” Sam Ewing

re you a passive follower or an active leader? Are you happy to be in your comfort zone, or are you willing to step into the challenge zone and show that you can make a difference? At The British International School Abu Dhabi, students and staff are encouraged to push the boundaries of their understanding to be the best that they can be. So where do you stand in this challenge? In 2011 we experienced a series of natural disasters one after another in Japan, in America and in many other parts of the world. Is this the end of the world as we know it or just a set of events that have apparently happened all together by chance? With each event, we witness the horror of the loss of life, injuries to fellow human beings and destruction of property. Most of us want to help in some way to support the people of those areas devastated by earthquakes, floods and man-made events such as civil unrest and war. Few of us are actually able to travel to the countries affected to physically assist and we rely on volunteers and support services to help in those regions. Selfishly, the vast majority of us are concerned only for our own safety and the wellbeing of our immediate families. This is human nature at its most basic, stripped down to the bare bones: survival of the fittest. We may be forgiven for displaying our base instincts in the face of enormous natural disasters and adversity. Global crises are often beyond our comprehension and our ability to change on a personal level. The global communications systems through the media and the Internet keep us informed as we watch from the comfort of our living room. Our thoughts and sympathy go to those affected but

our actions are often limited to a passive response rather than an active one. We avoid being in the zone where the level of challenge is too great. Look around your circle of friends. There are always those who are willing to help out, no matter what. Think about your colleagues. Generally, the same people volunteer or unassumingly do the work, while others avoid eye contact at all costs or slip into the background. If you want something done, you know who to ask from the outset. We witness the same phenomenon within school with children who are ready and willing to rehearse evening after evening for a school production, practise their skills on the sports field, volunteer to be active in the community because they believe passionately in a cause or do the extra research for a project because they are enthralled by their discoveries. Our job, as teachers, is to motivate children, to push them to work harder and smarter, in essence to form character and awaken the satisfaction of a job well done. A good school allows children to develop character alongside academic success. It is the combination of knowledge and understanding that makes us unique on this planet. When this is combined with the development

comfort Zone Challenge Zone

Disaster Zone

of young people who care about others, we can be secure that the future of our world is safe in their hands. Students in our schools know that commitment, dedication and hard work will enable them to be the best they can be. Our students are challenged to do their best but they also need to be supported when things become too much of a challenge and they begin to feel they are failing. Teachers have an important role to ensure that their students are given just the right level of challenge without pushing them towards personal disaster and disappointment. It is easy for us to remain contented and happy in our comfort zone, being passive recipients of learning. It is much harder to be an active learner, willing to take risks and push ourselves to do even better.

Those who achieve this are ‘in the zone’. They are the ones who push themselves to be leaders in their field, the leaders of tomorrow willing and able to outperform their personal best. Teachers and parents need to work together to make sure that they support and encourage without pushing them beyond their limitations and into the disaster zone. Without the right level and type of support, too much pressure can lead to failure. Recognising this is just as important as leading children out of their comfort zone into a challenging and inspiring future. Make sure that your children receive the help to be challenged and to challenge others, as well as being supported and supporting others. Achieving the right balance of challenge and support is the key to a better education and a brighter future for all of us. §

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Which University is right

for my child? SOME HELPFUL ADVICE FOR PARENTS By Mark Angus

his question, which so many parents ask, is a complex one. However, there is another question that perhaps needs to be addressed first: namely, what exactly is meant by the ‘best’ universities? There is undoubtedly an elite group of universities that are renowned throughout the world: Oxford, Cambridge, Harvard, MIT, Yale. They are quite deservedly famous, have superb facilities, excellent teachers and in some instances a place at one of them does go a long way to guaranteeing a head start in one’s chosen career.

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n addition, there are universities that have excellent reputations within their own countries but are perhaps not as well known abroad: Seoul in Korea, Canberra in Australia, McGill in Canada, Leeds in England, Tokyo in Japan, Beijing in China (this list is far from exhaustive). These universities, and indeed many others, have the same standards in real terms as more internationally famous institutions. However, there is another, perhaps more important question that parents should ideally be asking: Which is the best university for my child? The choice of university is a very personal one – not every student is suited to every institution. A wide variety of additional factors need to be considered alongside the school’s academic reputation. Factors such as how comfortable a young adult would be living very far from home; the international nature (or otherwise) of the university town or city; the support services for international students; the availability of scholarships for international students – all of these are important. Even seemingly irrelevant factors such as the weather can have a bearing on a student’s success and happiness – it is not always straightforward for students from warm countries to travel somewhere very cold, for example, even to an extremely well thought-of university. Many parents underestimate the effect of the social conditions at a university on the

there is another, perhaps more important question that parents should ideally be asking: Which is the best university for my child?

academic progress of students. The drop-out rate for universities somewhat surprisingly runs at around 10 percent. Social support and friendship groups are hugely important for all students, even the most shy and retiring introvert. A university with a tradition of accepting students from all over the world may be more welcoming to students from diverse backgrounds than those that do not have such traditions. Even for a student attending university in their home country such matters can be important. Students from a particular location or background might find it easier to make friends and a have a better social network in one university than another.

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A particular faculty and its reputation are also important considerations when making a choice and it should be borne in mind that in certain careers and professions it is undoubtedly true that the university one attends can influence future prospects and career. That is why your choice should have as much to do with the specialties and excellence of the teaching staff in the field that you would like to enter as more general notions of reputation. For example, in the UK Leeds and Edinburgh are recognised as being superb medical centres of excellence and a degree from either is an excellent passport around the world despite their not necessarily being seen as elite institutions. Therefore, a key

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Another way in which to seek information is to ask the professionals. If your child is interested in design, call a design company and ask for their thoughts

issue for parents and students is getting quality information that is relevant to you and the courses you wish to study. Another way in which to seek information is to ask the professionals. If your child is interested in design, call a design company and ask for their thoughts. The same with engineering, or medicine, or indeed any other career. Companies are in fact very willing to answer brief enquiries and a little flattery can go a long way. Of course, you cannot expect them to provide detailed careers advice, but they will often be very happy to say, “Oh yes, I went to Madison University in Wisconsin as it has a superb biotechnology facility,” or “Of course, you must study history and politics at Beijing University as it has a superb reputation.”

fees Cost is a real issue for many parents. Sending a child to university is not simply a matter of paying the tuition fees. Accommodation, food, travel, books – the costs mount up at a considerable rate. The cost of tuition is not always directly linked to the quality of education on offer, or indeed the reputation of the university in its home country. Careful research into the other indirect costs is vital when considering a university, even in one’s home country, as costs can vary considerably from city to city. Financial aid, bursaries and scholarships are being offered

more and more and looking into these and what is on offer can make a considerable difference to the overall cost. In many cases, it can make the difference between being able to attend a first choice university or not. The key factor here is to enquire early, in most cases some three to four years before the intended entry date. This is simply an issue of practicality as many scholarships have detailed requirements for entitlement that might involve a number of years of service to a particular institution or perhaps evidence of belonging to a particular community or service group. Sporting scholarships, artistic scholarships and even musical scholarships also often have such provisos attached. Many parents of talented musicians have made the mistake of thinking that scholarships are always handed out purely on the basis of artistic ability. This is sometimes sufficient but more and more often additional criteria must be met, and knowing what they are in good time will greatly increase the odds of financial aid being available. Furthermore, it is worth approaching a wider range of funding bodies than might be traditionally considered. Even in these credit crunch times, many large businesses and organisations still have financial aid packages available for university students. Many do have strings attached, such as a requirement to work with the company for a period of time, but these strings might also be seen as benefits. One shocking fact is that each year 22 percent of scholarships remain unclaimed, mostly because no one has applied for them. A quick search of the Internet is

perhaps the best way to begin looking into the funding that might be available – simply typing “scholarship” into Google produces over 26 million hits. Universities themselves often have discretionary funds available to help undergraduates in times of financial hardship, but these are not available until the student is already enrolled and university finance managers take a very dim view of ‘planned hardship’, so beware!

Curriculum and High school Students today have many choices. By far the most popular choice for international school students is the IB Diploma, which is also the qualification of choice for many of the universities mentioned above, and students with the IB receive favoured applicant status at a number of high-profile institutions. Various national qualifications like the AP programme from the US or the A-level programme from the UK are of course still important in those (and other) countries and might still be a good option for a student who is only considering entry to that country, but the fact remains that the IB offers a far wider choice and should be considered a superior qualification purely in terms of university entrance. Even in the UK and the USA, IB is often preferred to AP or A-level.

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Academic grades play a huge part in the admissions process and there is no way around this

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xcept in a very few rare cases, the high school which a student attends (or more specifically, the name of the school) does not have any great implications in terms of university entrance. Of the many thousands of high schools around the world, only around ten have meaningful relationships with universities and these are all matters of local or historical tradition. The most important aspect of a high school career is rather the quality of the school in terms of its delivery of the curriculum and the care and attention to the student’s pastoral needs and careers guidance. Once again, a good school for your child is the key factor here. The school should nurture their interests and challenge them to do their best without promoting burnout. You should also consider the pastoral care provided. Keeping a student on a good path and promoting good behaviour and manners is important. For universities with limited places, a school character report can make a very real difference between acceptance or not.

More than schooling, or a school that offers more Participation in activities beyond strictly academic areas can often make the difference between being accepted and being rejected. This is especially true of those universities with more applicants than spaces available. The International Award, internships, community service, work experience and participation in school teams and sporting events can all make a vital contribution as to whether a student is accepted at the university of their choice.

Mark Angus

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One shocking fact is that each year 22% of scholarships remain unclaimed, mostly because no one has applied for them

Language Many universities around the world, even in non-English-speaking countries, offer courses in English. Therefore, very often a minimum standard of English proficiency must be achieved. The most popular around the world are IGCSE (from the University of Cambridge, Edexcel and OCR in the UK and available at many good schools in Shanghai), TOEFL and IELTS. Some, but by no means all, universities have selfadministered tests that can be taken instead of these qualifications but this is not frequently the case. Having a recognised qualification is generally the easiest (and often the only) way to open the door to the admissions process.

And Finally…

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the process of finding and being admitted to the best universities. Academic grades play a huge part in the admissions process and there is no way around this. However, should your child’s grades fall below the absolute optimum for any reason, don’t despair. A gap year is no blemish on an application and, if well spent, can be a real asset. Using a gap year well and then retaking examinations that didn’t go so well can be a very good use of time. Of course, not all retakes require a gap year and some can be done later in the same year. Also, don’t forget that there are very many very good universities around the world that are perhaps not quite as famous as others and might have slightly lower requirements for entry. For some students these are not a poor second place choice at all. A good school will of course give you sound advice on all possible avenues, from grades that exceed, meet or fall below expectations; you should at no point be left feeling alone.

All the tricks, tips and hints in the world won’t be able to bypass the one constant in

ark Angus read English and Drama at Flinders University, Adelaide, where he specialised in Elizabethan and Jacobean theatre. He also has an MA in Early Modern Studies from King’s College, University of London, where his main focus of study was the repertories of 16th- and 17th-century playing companies. Further study included a Post-Graduate Diploma in Acting from Mountview Theatre School, London, which was followed by six years as a professional actor in theatres throughout the UK. He gained his PGCE in Secondary English from the Open University and was previously the Academic Deputy Head at Westminster Cathedral Choir School in central London. He was at BISS from 2007 to 2011, becoming Principal in 2009. Mark Angus has written for the theatre and radio and published articles in a variety of journals on a diverse range of subjects, from Victorian crime to the theatre of Sophocles. His interests include literature, theatre, wine, sport and travel.

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Ten must-read books for teenage girls

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By Mark Angus

Jane Eyre – Charlotte Bronte (13+) A truly gripping novel that all teenage girls should read! It is the story of an orphaned girl who is unloved by her aunt and sent to boarding school. After school, she becomes a strong willed governess and takes a job at the house of Mr Rochester, where she hopes she might have finally found love and companionship. However, Mr Rochester has a dark secret from his past which continues to haunt him in his present. This is one that you really can’t put down once you get started!

Tess of the d’Urbervilles – Thomas Hardy (16+)

As with many of Hardy’s novels, I found this one took a little time and perseverance to get into when I first read it as a teenager. However, it is truly worth the wait! It is an incredibly powerful novel which will rouse your emotions and leave you shocked and, at times, in disbelief. It is a heavy read and deals with many tragic and shocking issues, but it is also a fascinating one, revealing the strength and honour of Tess in a weak and dishonourable Victorian world. Suitable for older teens.

Noughts and Crosses – Malorie Blackman (13+) This is a really thought-provoking and clever novel which discusses issues of racism and prejudice. Callum (a Nought) and Sephy (a Cross) find their life-long friendship being torn apart by a segregating society in which the Crosses dominate and the Noughts become increasingly oppressed. Blackman skilfully turns the world as we know it upside-down and forces us to see the world from new perspectives and in different ways.

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Pride and Prejudice – Jane Austen (13+) An absolute must-read for all teenage girls! It is a novel in which you can fall completely in love with Austen’s characters and lose yourself in their world. It is a brilliantly witty story which offers great insight into the world and the way we make assumptions about the people we meet. It is considered one of the greatest love stories of all time and I honestly believe it lives up to that reputation.

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Northern Lights – Philip Pullman (13+) This is another really gripping fantasy novel about a teenage girl, Lyra, living in a strange yet familiar world. Pullman’s writing and creation of this world is wholly convincing and forces the reader to consider new possibilities, questioning the world around them as they know it. It is jam-packed with adventure and action which doesn’t stop, from beginning to end!

Little Women – Louisa May Alcott (13+) Another must-read for all teenage girls. The story of the March sisters and their determined sense of fun, happiness and laughter, both in good times and hard times, is one that all teenage girls can relate to. The way that comedy and tragedy are seamlessly blended together makes Alcott’s novel one which will be forever remembered as one of the greats of American literature. The fact that it continues to break its readers’ hearts today is testament to its brilliance!

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A Series of Unfortunate Events – Lemony Snicket (11+)

TwIlight – Stephenie Meyer (16+)

This is a novel and series that readers seem to love or hate! If you don’t take it too seriously and allow yourself to become absorbed in the fantasy, this is a fantastic read, as are the other novels in the series. The stories are filled with action, drama and suspense as well as a love story which seems doomed by an endless array of obstacles. It’s a good read, suitable for older teens who love a bit of horror, fantasy and adventure as well as a good old fashioned romance!

This is another brilliant series about the misfortunes and bad luck of three orphaned children following their parents’ death. The books warn readers that they are unpleasant and unhappy, and certainly live up to this warning! These stories offer a unique change from some of the more cheerful, traditional examples of children’s literature and make a point of not treating children like delicate creatures who need a happy ending every time. If you like horror, drama and something a bit different, you’ll love these!

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Vicky Angel – Jacqueline Wilson (12+)

This is a tragic yet beautiful and uplifting story of two best friends, Jade and Vicky. When Vicky is killed at the beginning, the reader is truly shocked. However, once the shock has passed you become captivated by the ongoing friendship between the two girls and Jade’s journey to come to terms with the loss of her friend and move on with her own life. This is a really inspiring and beautifully written novel for teenage girls to read.

The Other Side of Truth – Beverley Naidoo (14+) This is a novel which will make you think. The narrative is powerful and emotive from start to finish and raises issues of injustice, political asylum and bullying. The tragedy of the children’s lives in the novel makes you consider hard the life you have and the horrific experiences people living alongside you may have had, as well as the suffering taking place around the world.

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THE PERSONAL STATEMENT HOW CAN YOUR CHILD STAND OUT FROM THE CROWD? By Lauren Murphy, Assistant Director of International Office, University of Exeter

he Personal Statement is called a Personal Statement for a reason. It’s an opportunity for the applicant to convey their own individual perspective on a programme or subject and illustrate their appetite and motivation to learn more. In the absence of a face-to-face interview, the Personal Statement is one of the most important elements of the UCAS application form; it’s an opportunity for the university to identify with the candidate and to assess their suitability and ‘fit’ for a particular academic programme and associated learning environment. Therefore, although there may be the temptation to get overly involved in the statement-writing procedure in order to ensure that your child is presented in the best possible light, it’s important that the statement reflect the applicant’s own authentic voice. The main difference between the Personal Statement for UK applications via UCAS and the Application Essay for study in the US is that UK universities expect

the Personal Statement to be strongly focused on the intended subject area. UK Admissions Tutors are looking for applicants who show a real passion for their field of study and can demonstrate an appreciation of what’s involved in it. This awareness is particularly important when the candidate has no formal academic experience in the subject applied for. Whatever the subject, however, all UK degrees emphasise the development of independent learning skills. Therefore, ideas which have been developed through wider reading and research or extracurricular pursuits are just as relevant as those acquired through formative study in the classroom. As the proverb states: “He who fails to plan, plans to fail.” It’s important to encourage your child to start thinking about their personal statement early in the application process. Not only is it inevitable that a hurried statement thrown together the night before will fail to impress, but putting ideas down on paper in the early stages may help to refine your child’s choice of study programme and

environment and can help avoid any late changes of heart. Brainstorming is an excellent way of developing your child’s ideas about why they’d like to study a particular subject or course, and is something in which you can actively participate. Where candidates are applying for Flexible or Combined Honours and planning to study a variety of different subjects, it’s important to identify links between the subjects and for your child to clearly outline why they want to further their study in a number of disciplines. Where there are no obvious correlations between subjects, applicants may want to question their direction and the reasoning behind their course choice. Encourage your child to think carefully about their motivation for studying a particular subject. In the personal statement they should discuss any areas which are of particular interest, future career aspirations and skills which they hope to develop. All of these things will form the basis of their UK university application, and in some

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ALTHOUGH ADMISSIONS TUTORS WILL BE KEEN TO HEAR ABOUT ANY EXTRACURRICULAR ACTIVITIES YOUR CHILD UNDERTAKES, THESE NEED TO BE DISCUSSED IN THE CONTEXT OF THEIR FUTURE STUDIES

cases may form the framework for an Admissions Interview. It’s important for the applicant to be honest and open in the Personal Statement, to give them the best possible chance of being selected to study in the programme and at the university which is right for them. When it comes to compiling the statement itself, it’s imperative that your child review and reflect, and that they write at least a few drafts, which they can then refine. It’s important that they also get someone they trust to read over the statement; this is a stage where they may ask you, as a parent, to get involved. Point out any areas which need improvement from a grammatical or spelling perspective and also any issues in terms of structure or development of ideas. Remember, the statement should be a demonstration of your child’s own ability, but some positive criticism and words of encouragement should help them to express their ideas in a concise and cohesive manner. The linguistic ability and skill needed to write a powerful, well-structured argument should not be underestimated. The fact that he or she has taken the time to shape a cohesive argument, carefully checked spelling and grammar – and refrained from going mad with a thesaurus and using big words out of context – can actually give your child an

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advantage over other candidates. After all, the Personal Statement should be a true expression of the applicant. It’s important that candidates adopt the relevant linguistic style to demonstrate their suitability for the academic programme for which they’re applying, and for the audience to whom they’re trying to appeal. You child should think about what the Admissions Tutor is looking for, and the skills and attributes which may make them stand out from the crowd. The course profile can often give a good indication. Although Admissions Tutors will be keen to hear about any extracurricular activities your child undertakes, these need to be discussed in the context of their future studies. Although your child’s hobbies and work experience may not be directly relevant to the programme of study, they may have gained skills or developed attributes which could assist them in their undergraduate career. Candidates should not underestimate the importance of being analytical and not merely descriptive; to reflect upon their ideas but to also be selective in the examples they include in their statement. At the end of the day, they only have 47 lines and 4,000 characters to promote themselves to the best of their ability. Impact is essential… so long as it’s for the right reasons! Admissions

Tutors read hundreds of personal statements every year and so they remember the ones that make a lasting impression – good and bad. Above all, it’s essential that the opening sentence and the closing paragraph are memorable and imprint upon the mind of the reader. Instead of staring at a blank piece of paper, encourage your child to develop their ideas first, as it’s often easier to piece the statement together later. Many candidates find that the opening statement is actually one of the last things they write, and comes after they have a strong idea of the core of what they actually want to say. This can form the basis for the entire argument and set the tone for the rest of the statement. UK Admissions Tutors are passionate about their subject and the learning environment offered by their university. They are therefore looking for candidates who are suited to the course of study, have good communication skills and can express themselves clearly. If your child ‘s Personal Statement demonstrates that they will be active learners, have researched the subject thoroughly and have a strong desire to learn more, plus have the tenacity to succeed, this will stand them in good stead. Your support in helping them to discover their own voice and articulate their hopes and desires for their future will have been central to ensuring that your child obtains a place at

the university which is right for them. DO: • Adopt a suitable style and a clear structure • Demonstrate skills relevant to the programme • Have a memorable opening and closing statement • Be analytical and not just descriptive • Use the most relevant resources • Save your work regularly • Make an IMPACT! DON’T: • Lie or embellish the truth • Start every sentence with ‘I’ or use vocabulary you don’t understand • Use colloquial language or clichés, or try to make jokes • Show preference for one university over another • Copy example statements or plagiarise • Repeat information that is elsewhere on the UCAS form • Be an Average Joe!

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So you’re relocating… FAMILY MATTERS ASKS ALLIED PICKFORDS HOW YOU MAKE A SMOOTH TRANSITION FROM COUNTRY TO COUNTRY By Claudia Neumayer, International Move Consultant, Allied Pickfords

he decision to relocate sets in motion a number of key events. One event that can quickly raise the level of stress in a transferee’s life is trying to physically and mentally plan and adapt to living and working in a new location. While there’s the expected stress of a new job and a new location, there’s also the stress of being separated from family and friends, as well as the reality of being removed from familiar surroundings for an uncertain length of time. For a smooth transition into the new location, there are some key components to consider: WHERE Know your new location

ABC Children’s education

It’s practical to find schools and housing in tandem, as some schools have an enrolment management plan in place that means students may not be able to attend unless they live within a designated catchment zone. For younger children it’s also important to consider proximity to the new school. Check the curriculum and educational levels compared to schools back home. DOCTOR, DOCTOR Medical & hospital

Familiarisation with medical facilities and hospital networks is important once housing has been arranged. Health authorities usually have a website with a range of helpful information.

A pre-decision trip to the new location is essential to familiarise you with local surroundings, place of employment, housing rental or purchase, schooling, special needs and so on, so there aren’t any surprises after Moving household goods is one of the most stressful aspects of relocation. relocation. Hence it’s important to be prepared, choose the right HOME moving services company and Temporary & long-term understand the entire process, to housing ensure peace of mind. Temporary housing for the initial period of the relocation may be necessary if long-term housing hasn’t been sorted out. Depending on the length of stay, serviced apartments and shortterm rentals are both possibilities. For purchase or long-term rental, find a reputable real estate agent with sound practice; check rental, sale and purchase statistics; and understand your rights, in order to enable a successful outcome.

MOVE IT Household goods moving & storage

Find a moving services company with a good reputation and appropriate infrastructure who will advise, manage the transportation process door to door with exemplary customer service and keep you informed at every step. §

While there’s the expected stress of a new job and a new location, there’s also the stress of being separated from family and friends, as well as the reality of being removed from familiar surroundings for an uncertain length of time

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Packed out A pre-relocation checklist with timeframes is summarised below

Pre-move 30-60 days before departure • • •

• • • • • • •

Have medical, dental and eye check-ups Obtain records and prescriptions Organise household effects according to accompanying baggage, unaccompanied baggage and storage Transportation or sale arrangements for cars Make contact with the moving services company Check process Ensure contents insurance coverage Book and record dates for packing and uplift Record dates for arrival and delivery Make any necessary arrangements for pets

15-30 days before departure

Finalise any outstanding accounts: • Department stores • Medical / dental bills • Utilities, property rates, etc. • Close down newspaper, other

home deliveries Lodge documents for ease of access / safekeeping: • Deeds and titles • Policies, guarantees and receipts • Wills, power of attorney • Qualification certificates • Marriage, birth certificates, etc. Collect documents to take personally: • Children’s school reports and workbooks • Partner’s work references and certificates • Medical history and prescriptions (including optometry and dental) • Updated telephone and address list • Certificates, etc.

14 days before departure

• • •

Organise forwarding of mail Sort and remove unwanted clothing and household items in preparation for packing Arrange cleaning of house after

• •

uplift Arrange any property repairs / maintenance Give change of address to friends / business / family

7 days before departure •

•

Set aside effects to take personally when travelling, including new location details and items required immediately on arrival Settle final accounts

1 day before departure • • •

• •

Empty and defrost refrigerator, clean oven Pack personal belongings Complete Condition Report if leasing house, and take report to real estate agent along with keys Secure all doors, windows and gates Turn off power

Packing & uplift day

•

Personally supervise or have an authorised person present

• •

during packing and uplift to answer questions and oversee inventory / packing Complete a final inspection of internal and external areas Check into temporary accommodation

Post-move Upon arrival in the new location • • • •

Pick up keys to new home Make arrangements for pets Check connection of utilities and light pilot lights for heating, cooking, hot water Confirm date and time of arrival of household goods

One week after arrival • • • • •

Locate doctor / dentist / other medical services Finalise local banking / credit card accounts Unpack personal effects and check for damage Arrange driver’s licence and car registration changes Join clubs, local library, etc.

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coping with the

Heat

Some helpful advice for families in Abu Dhabi

sed to cooler climes? The UAE’s temperatures can be rather daunting for those not accustomed to seeing the mercury creep up into the high 40s, but these handy hints will help you and your family stay safe both in and out of the sun. Know the signs of heat exhaustion

Dress for the heat

When you aren’t used to the soaring temperatures of the UAE, it’s initially very hard to judge how much the heat is affecting your kids – especially if you’re used to letting them run around for hours in the garden back home. Look out for early signs of heat exhaustion in members of your family. These include fatigue and weakness, dizziness, sweating, headaches, muscle cramps, nausea and vomiting. If your kids have been outdoors and complain about any of the above, take them somewhere cool and quiet where they can lie down, and make sure they drink plenty of water, electrolyte replacement drinks or sports drinks. They should feel back to normal in a few hours, as long as the heat exhaustion isn’t extreme. Keep them from doing any strenuous or outdoors activities for the rest of the day, just to be on the safe side. And of course, if symptoms persist always seek medical advice.

Dressing your kids in as little as possible is fine if they’re too warm while playing indoors. But if you’re taking them outside, it’s a better idea to cover as much skin as possible during the summer, to protect them from sunburn. You can still make sure your children don’t overheat by dressing them in loose, baggy bottoms, shirts and t-shirts. If you stick to natural fabrics such as cotton or linen that let air move through them, they’ll feel cooler and more at ease. Also it’s amazing how much difference colours make – white, pastels and light grays reflect light and keep heat away from the body – so choose clothes in these shades. And don’t forget to make sure everyone wears a hat and sunglasses if you’re in bright sunshine!

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FAMILY MATTERS

When you aren’t used to the soaring temperatures of the UAE, it’s initially very hard to judge how much the heat is affecting your kids

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Keep hydrated Sometimes it seems as though the debate over how much water we need to drink is never-ending, both for adults and children. It’s safe to say there’s no fixed amount that you need to force down your children’s throats each day, but (obvious as it sounds!) simply being thirsty is an excellent indicator of whether they’ve drunk enough. Make sure you always have bottles of water or juice to hand so they can guzzle some when they need. And remember that air-conditioned buildings are very dehydrating, so if you’re spending the day in one of Abu Dhabi’s malls, where the temperatures are kept very low, they may need to rehydrate almost as often as when they’re outdoors.

Pace yourselves Easier said than done if you have energetic kids. But if you can encourage your children to take it easy when they’re outside and save the running about for indoors, they’ll find it much easier to cope with the heat. Overdoing it when the temperatures are too high will inevitably lead to crankiness, and possibly even heat exhaustion. So walk slowly, take your time getting around and

stay in the shade during the hottest months of the year. After all, there are plenty of places for vigorous indoor activities in Abu Dhabi – see below – where kids can use up their energy without doing themselves any damage.

Have fun doing cool activities Staying cool doesn’t have to be boring, and residents of Abu Dhabi learn the fun ways to beat the heat pretty quickly! For a weekend treat, take the family for ice cream in one of the many parlours around town – you’ll find these bursting with families doing the same thing at weekends. Baskin-Robbins is a familiar sight on many downtown street corners, and you’ll find branches of Coldstone Creamery and Morelli’s inside the malls. Dramatic and colourful ‘mocktails’ made of juice, soda, syrup and ice are served in many cafes, look almost as good as they taste and are always a huge hit with anyone with a sweet tooth. If the kids need to let off some steam, there are plenty of facilities set up for just that in various indoor locations. Try booking a session at an air-conditioned football pitch in The Dome, or take a trip to an indoor swimming pool, Abu Dhabi Ice Rink or Khalifa International Bowling Centre.

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Abu Dhabi Ice Rink

Use plenty of sun block You should be quickly getting through bottles of the stuff, even in the winter, because the sun is still strong year-round. Invest in a trusted brand, use a very high sun protection factor (especially on the face) and reapply at regular intervals. If your family is spending the day by the pool or at the beach, they’ll need to have the sun lotion topped up every time they’ve been in the water. Use a high SPF on these days, as water reflects the sun rays, which can cause intense sunburn – plus sea breezes and water can be deceptively cool, so it’s easy to forget how strong the sun is when you feel comfortable. There are heaps of non-greasy, kid-friendly products on the market to choose from, and the sooner you get your kids into the habit of wearing lotion on a daily basis, the better.

Don’t leave kids (or your pets!) alone in the car It might be extremely tempting just to park quickly and nip into the supermarket or run a few quick errands while your kids wait in the car, but in the hotter months of the year, this is actually very dangerous.

Without air-conditioning on, the inside of a car heats up dramatically in just a manner of minutes, as the heat is intensified by the glass windows. Sadly, being left in an overheated car is the cause of many child fatalities each year around the world, so it’s really not worth the risk, no matter how quickly you plan to be back.

Give yourself and your family time to adjust to the new temperatures When you first step off the plane (especially if it’s the height of summer) it can seem as though the heat is going to be unbearable. But you’ll be surprised how quickly your body adjusts, and in time you’ll find yourself coping easily with temperatures that you previously found far too much. There are lots of tricks to speeding up the adjustment process. Many expats recommend spending as much time as possible outdoors during the cooler months, and letting your body get used to the heat gradually as the seasons change. If you restrict yourself to air-conditioned environments all the time, your body won’t get used to your new environment, which can have a negative effect on your immune system and general wellbeing. §

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THE CINEMA OF DREAMS “Film as dream, film as music. No form of art goes beyond ordinary consciousness as film does, straight to our emotions, deep into the twilight room of the soul.” Ingmar Bergman by David Robinson

inema is now well over a hundred years old, yet it’s still not taken as seriously in schools as novels, art or music. Could that be due to the dumbed-down, unimaginative fare all too often forced down our throats at multiplexes around the world? Sadly, much of contemporary Hollywood cinema is aimed at the lowest common denominator, and much of its audience seems content with a few cheap laughs, some tacky CGI effects and some none-too-subtle product placement for junk food or tie-in toys. However, every now and then a new film crops up and makes us remember the excitement and joy of our early cinematic experiences. Perhaps the joyful characters of Toy Story 3, the ground-breaking effects of Avatar or the melancholic magic of Up was loved by you or your children recently. The films and TV we experience as youngsters may have some effect on the subjects we study and the career paths we choose. It’s amazing how many of today’s most successful scientists can trace the beginnings of their scientific interests to a childhood encounter with Star Trek, Star Wars or Doctor Who. One wonders if the young Stephen Hawking, who actually appears in an episode of Star Trek, would have chosen the career path he did if his viewing habits consisted of reality TV and talent shows.

It was with these feelings in mind that the Oscar-winning actress Tilda Swinton introduced her Eight and a Half Foundation in 2009 as part of the Scottish Cinema of Dreams Project. Although she has starred in many blockbuster movies, perhaps most memorably as the White Witch in the Narnia films, she talked about how she feels children today are almost bullied into watching some of Hollywood’s trashiest films by allencompassing marketing campaigns and a lack of exposure to the other avenues of cinema that exist. The foundation aims to show that there’s a whole world of cinema out there telling stories about everything from aboriginal children forcibly taken from their parents in 1930s Australia, to a lonely Parisian school boy whose only company is a red balloon, to a Russian hedgehog lost in the fog on the way to visit his friend the bear. If you’re not familiar with these films, then you and your children are missing out on stories every bit as engaging and memorable as those of Woody and Buzz Lightyear. Many of us might be wary of force feeding ‘arty’ films to kids whose expectations of cinema have come to be all about explosions and 3D CGI effects. However, I’ve been amazed at the patience and enthusiasm I’ve seen from secondary school students for all sorts of films, including black-and-white and subtitled films. I’ve seen students with attention deficit disorder transfixed by a long

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subtitled French film about boys trying to continue as normal in a school under Nazi occupation and stunned into silence by its understated but heartbreaking conclusion. Film can, of course, open avenues for interests and discussion about every topic under the sun, from the size of the universe to poverty in rural China. Watching a film together is a simple but very effective way for families to spend some quality time. All too often parents use films as babysitters rather than a time to share the same thrills, tears and laughter. A film shared can later lead to all sorts of discussions, ideas and memories. Why not set aside a film night once every month or so where you can grab some tasty but healthy snacks, turn the lights down low and sit down as a family and share an amazing experience together? You could then follow up the viewing with some sort of related realworld experience. Here are a few suggestions for films you might enjoy watching with your family. A lot more information can be found at the Eight and a Half Foundation website: www.eightandahalf.org §

For younger kids under 8 01. The Red Balloon

(Albert Lamorisse, 1956, France) A young boy makes friends with a rather unusual red Parisian.

02. Paddle to the Sea (Bill Mason, 1969, Canada) An epic journey across the waterways of Canada.

03. Kirkou and the Sorceress (Michel Ocelot, 1998, France/ Belgium/Luxembourg) A West African folk tale made for the big screen by this French animator. A big hit in the secondary school too.

04. Spirited Away / My Friend Totoro (Hayao Miyazaki, 1988, Japan) Two of Japanese anime master Miyazaki’s masterworks.

05. The short films of Norman McLaren (Scotland/Canada)

Norman McLaren’s jazz-infused shorts can open the door to a whole new world of abstract cinema, and are great fun too!

06. ET (Steven Spielberg, 1982, USA) Spielberg’s classic is still as involving for children today as it was in 1982. 07

07. The Singing Ringing Tree

(Germany 1957) Bewitching and, for some, terrifying German fairytales.

08. The Hedgehog in the Fog (Yuri Nornstein, 1956, Russia) A mysterious short animation about a nervous hedgehog.

09. The Animations of Oliver Postgate (UK) A whole generation of British children grew up on Postgate’s delightful animations, such as Bagpuss, The Clangers and Ivor the Engine.

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For 8-14-year-olds

01. The Night of the Hunter (Charles Laughton, 1955, USA) One of the greatest films ever made, this noir is an exciting tale of murder and deception and is even more engrossing today than when it was made over 50 years ago. I’ve yet to find a secondary student who doesn’t enjoy it.

02. Great Expectations (David Lean, 1946, UK) Dickens’ story still looks fantastic in this classic British film. Kids will be scared and enthralled by Miss Havisham in particular.

03. Kes (Ken Loach, 1969, UK) A fantastic story of a lonely high school student who finds escape from the dismal north of England with his pet kestrel.

04. Not One Less (Zhang Yimou, 2003, China) Students get really engaged with this story of a young girl who has to teach a class of even younger students in a poor village in China.

05. Rabbit-Proof Fence (Phillip Noyce, 2002, Australia) 03

The heartbreaking story of three young Aboriginal children taken from their mother and their attempt to walk across one of Australia’s most remote deserts to get back home.

06. The Elephant Man (David Lynch, 1982, UK) You and your children are certain to cry but also to learn a lot about humanity and the deceptiveness of appearances from the story of Joseph Merrick in Victorian England.

07. Empire of the Sun (Steven Spielberg, 1987 UK) 04

The true story of JG Ballard, who grew up in a huge villa and attended a British school in Shanghai in the 1930s, only for it all to disappear as the Second World War arrived.

08. La Belle et La Bete (Jean Cocteau, 1946, France/Luxembourg) Cocteau’s surreal masterpiece was a huge influence on the better-known Disney animated version.

09. Au Revoir Les Enfants (Louis Malle, 1987, France/Germany) 05

A subtly devastating portrait of high school friendship in wartorn France.

10. The short films of Jan Svankmajer This Czech film-maker’s surreal short animations transfix viewers of all generations.

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For older teens

01. Hope and Glory (John Boorman, 1987, UK) Growing up in London during the Second World War. Much funnier and not nearly as depressing as that might sound.

02. My Life as a Dog (Lasse Hallstrom, 1985, Sweden) Funny and touching tales of Swedish boy Ingemar growing up with his terminally ill mother.

03. The Sweet Hereafter (Atom Egoyan, 1997, Canada) 02

Echoes of the Pied Piper of Hamlin in a small Canadian town as it attempts to come to terms with grief following a terrible school bus accident. Has a 100% rating on the Rotten Tomatoes website and has been voted the best Canadian film ever.

04. La Haine (Mathieu Kassovitz, 1995, France) A day in the life of three young Parisians looking for justice and excitement from their housing estate. Startling black-and-white photography and a super cool French hip-hop soundtrack.

05. Beijing Bicycle (Wang Xiaoshuai, 2001, China)

Teenager Guei gets a job as a bicycle courier in Beijing but encounters some trouble in the hutongs.

06. Persepolis (Vincent Paronnaud, 2007, France) Fantastic adaption of a comic book about an outspoken Iranian girl growing up during the Islamic revolution.

07. Show Me Love (Lukas Moodysson, 1998, Sweden/Denmark) 04

One of the most emotionally honest teen films ever, about a girl growing up in a boring Swedish town. Also known by another title that canâ&#x20AC;&#x2122;t be published here.

08. Boyz in the Hood (John Singleton, 1991, USA) The saga of a group of childhood friends growing up in South Central LA. A great film to show any gangster rap-enamoured teens about the importance of education, responsibility and friendship.

09. Sweet Sixteen (Ken Loach, 2002, UK) A 16-year-old boy trapped by poverty and drugs in contemporary Scotland looks for an escape for himself and his family.

10. The Wholphin DVD collection The people behind the hugely successful McSweeneyâ&#x20AC;&#x2122;s books and magazines produce this DVD magazine with exciting and engaging short films from all over the world.

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What’s your expat story? Neil Jensen explores the expat experience by Neil Jensen Director Allied International

o what’s your expat story, and how did it come about? Was it something you planned, a long-burning desire, or just something that came out of the blue?

Me? Well I blame my mother, although as always, your mother always knows best. Way back at the tender age of 16, having gone back to school to take my A-levels in the northeast of England, it was clear that I needed to be doing something different with my life. Therefore I decided to apply for a job working in a bank. An application form duly arrived in the post and I proceeded to complete all of the questions, albeit struggling with one of them: “Are you prepared to be mobile with the job?” Ever keen to do the right thing, I consulted

my mother to see what she thought. Her answer made a lot of sense. “Say yes, because the bus station in Whitley Bay goes just about anywhere.” So, having been accepted for the role with the bank, it was possibly a more mobile move than I expected when in 2000 the bank moved me to the Dubai office. Sadly the bus station in Whitley Bay had long since closed to make way for a shopping mall, meaning that we had to fly, so maybe mothers can’t be right about everything.

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I gradually came to the conclusion that there are pros and cons in every expat posting

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My assignment in Dubai was initially for three years and involved numerous visits to Saudi Arabia to visit clients of the bank in the main cities, as well as one or two far-flung outposts too. In 2004 I moved to Hong Kong with the family, which is where we remain today, having now left the bank after an enjoyable 23 years. During my 11 years overseas I have during the course of the job travelled to over a dozen countries in the Middle East and Asia. Over the years, I have gradually come to the conclusion that there are pros and cons in

every expat posting, and the way we deal with the challenges provides us with the long-term foundations of our future. I have found that the issues I and my family face are basically the same, wherever we live. Expat conversations when people meet tend to include the following three questions: • How long have you been an expat? • How long did you originally plan to be away from your home country? • How long will you stay here?

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Very quickly, I realised that the answers to these questions formed a similar pattern: • Anything up to 40 years was not uncommon. • People rarely had a plan to initially stay away longer than two-three years. • Rarely does anyone look further ahead than two more years.

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“ P

Challenges exist for all of us both personally and financially, and often the crisis you are experiencing today becomes something you learn from and in the future often (hopefully) laugh about

ersonally, if asked these three questions I’d be no different in my answers; and while I would say to you that for question 3, I would hope to stay overseas for the long term, nobody really knows for sure. A lot of this comes down to the cost of living where you are, your ability to provide the best for your family and ultimately having the financial means to sustain all of this.

We all have numerous tales that we enjoy sharing (often more than once) in a social setting, which is one of the upsides of expat life in my view. Sadly, and all too often, we also hear tales of personal misfortune from a financial perspective, often as a result of circumstances but sometimes due to receiving the wrong advice, or more commonly not understanding what is being taken on in the first place.

Challenges exist for all of us both personally and financially, and often the crisis you are experiencing today becomes something you learn from and in the future often (hopefully) laugh about. It may be a problem with the children, relationship issues, personal injury or a complete financial disaster.

Something I have found fairly common over the years, especially within close-knit expat communities, is a willingness to openly discuss personal financial ventures. In fact, I can still remember sitting in a client’s living room in Saudi Arabia many years ago with an audience of people asking me more questions about the individual’s investments than he did. The reason for their presence was probably more to do with the fact that the client made the best wine on the compound and any excuse to come and drink it was readily accepted, but it was clear to me nonetheless that people were far more open when discussing personal financial issues than I was used to.

One of my own classics was that as an avid footballer, I unfortunately sustained a bad knee injury in Dubai, requiring a full knee reconstruction. The operation seemed to go well, but as the days progressed following the operation the pain got worse. I eventually went back to see the surgeon, who expressed concern about the wound. Upon closer probing, he started to pull bugs the size of woodlice out of my knee. It transpired that the eggs had originated in the hair of our domestic helper and nested in the bed, and were feasting on the wound each night. These days, I put it down as ‘expat life’ and can laugh about it, though I don’t remember feeling the same way at the time.

Neil Jensen

Whatever your reasons for becoming an expatriate, you probably have a high level of expertise in your chosen field and are hopefully remunerated accordingly for this. Unfortunately, when discussing how to save and invest this hard-earned money, you are all too often expected to be an expert in all things financial and can be swept along by numerous

success stories, jargon and terminology that you don’t understand, just going with the flow on the basis that everyone else is doing it, therefore so should you. Over the coming issues, I will try to peel back the layers when it comes to buying property, opening a bank account, obtaining a mortgage or investing that hard-earned money. I will explore some of the jargon that is used and strip it down into plain English, hopefully giving you the confidence to ask the right questions and to understand what it is you want to do and how you should do it. While you may not be planning to stay away from home beyond two more years, this may well change; therefore you need to ensure that you are maximising the opportunities that expat life gives you while retaining flexibility for future changes if appropriate. Anything can be as complex or as simple as one wishes to make it, and relevant education not only provides knowledge, but also gives you guidance for planning and managing your life, as well as meeting the objectives you have for you and your family. If you have a particular question or area that you would like me to cover in future editions of Family Matters, it would be great to hear from you. § neil.jensen@alliedinternational.com.hk

eil Jensen has spent over 23 years in banking and financial services, having left school at the age of 16 and, in his own words, “spent the first 10 months of my career making teas and coffees”. Rising Director through the ranks with one of the UK’s largest banks, he moved to Allied International work in their Dubai office in 2004 and at the time of leaving in 2010 Hong Kong was their Asia Regional Director of Sales and Marketing and also their Chief Representative for offshore banking. He is now a Director for Allied International, a Hong Kong-based property and independent financial services company. Away from work, Neil has three children, aged 15, 12 and 7, who are currently at school in Hong Kong. In his spare time, Neil is an avid footballer and is currently Soccer Section Captain of the prestigious Hong Kong Football Club, who celebrate their 125th anniversary in 2011.

Senseo, now also available cubed. www.senseo.com/quadrante

Mubadala is helping to shape the future Mubadala is committed to fostering an environment that inspires and prepares today’s young UAE nationals to participate in Abu Dhabi’s future. We are helping to drive the growth of Abu Dhabi’s social and economic development by creating opportunities for the local community to pursue their personal and professional ambitions. We are committed to supporting the creation of an environment in which the youth can practice a healthy lifestyle, pursue a world-class education, and embrace arts, culture and heritage. Through our long-term partnerships with the UAE Football Association, the Mubadala World Tennis Championship and

Formula 1 in Schools, we are proud to provide expert coaching and free sports equipment to schools as well as support educational programs and provide materials which enhance learning opportunities. In parallel, our partnership with the Abu Dhabi Festival and support of the Back to School with Mubadala program aim to help the local community develop their appreciation of arts and culture. We will continue to be actively involved in community initiatives that inspire and empower today’s youth to make informed decisions relating to their future and that of the Emirate of Abu Dhabi. Be part of our journey…

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CHILDREN & BLOGS

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Do you know what your children are publishing online? By Janet Brock

o your children have their own webpages, websites or blogs (online journals)? If so, you should make sure that they take the following precautions when posting information online: • Photos: Try to avoid putting up photos altogether – once you post something on the Internet it’s out of your control and can be downloaded by anyone. A predator can use that photo to identify you. • Landmarks: Don’t mention street names or landmarks near where you live. Even without your address, a predator could use this information to track you down. • Schools: For the same reason, you should never tell anyone online the name of your school or sports team.

It’s extremely important to be aware of the information that your child shares on a blog or website, or when they chat online. Children will often leave clues behind without even knowing it. A predator will spend hours examining every single piece of information to track that child down. A secure webpage should not contain: • Your child’s real name – a nickname should be used instead • The names of friends or family members • Your address • Your home phone number or child’s mobile number • Photos • The name of your child’s school • The name of any sports teams your child plays on

• Links to another site that may contain information about your child • Any other piece of information that could identify your child If your child has a blog or a website, you should read the section where people can add comments to make sure they are not giving out information or receiving inappropriate messages. If there are links to other websites, pictures or videos, you should check those as well. Make sure you look at your child’s website regularly with them, and that the Internet safety rules you have established are respected. Remind your child that using the Internet is not a right; it is a privilege and a responsibility. §

About the Author Janet Brock trained to be a teacher in Leeds in England and spent 10 years teaching in the UK in a variety of schools, from Reception to Year 8. She then moved with her husband to Spain where she became Head of the Primary school at the British School of Alicante, spending eight enjoyable years there. In her role, she embraces and exemplifies the expectations and challenges of providing an environment where excellence, high achievement and reflective practice are central to the ethos and status of The British School of Beijing, the leading provider of British education in the city. Her considerable experience in a variety of educational settings nurtures a philosophy that includes leadership and development underpinned by the principles ‘nothing is impossible’ and ‘all those who have contact with the school will have a positive and enjoyable experience’. Mrs Brock believes that the best schools offer a broad, balanced curriculum with teachers seeking every opportunity to include creativity and enrichment.

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THE FAMILY UNIT

FAMILY MATTERS

Tim Collinson explores the way in which the family unit is still a vital part of parents’ and children’s lives

t’s nice when the whole family spends time together. You share a special bond that can’t be recreated with anyone else. Father, mother, sister, brother – you all belong to each other in a special way. Each member of the family needs to rely on each other for love, companionship, advice, support… and sometimes just to listen. Life isn’t always going to be smooth sailing. A family that is strong in love can make it through the worst of times. In order for a family to work well together, each member needs to give of themselves to one another, without thinking about getting anything in return. This is giving from your heart. If each member were to do this, everyone’s needs would be met and there would be no selfishness in your family, only true love for one another. Sometimes in a family, there can be a fight that’s so bad that someone separates themselves from a family member or the entire family for a long period of time. It’s a shame when something like this happens. It can hurt a family really badly. There’s bitterness and pain that winds up leaving a void in the heart, a sense of losing that bond they once had. No matter what happened or how terrible it may have been to cause such a separation, families need to be reunited. Forgiveness can mend more than one heart. Pride is not worth losing family over. There’s nothing like having dinner together as a family. It makes the end of the day more pleasant. If you’ve had a bad day or have a problem you need to discuss, here at the table you have loved ones willing to listen and help you get over your bad day. Nothing like quality time with your family. You have to eat, right? Eat together and spend that time keeping the bond tight and the love flowing. Family outings are important, whether going to a movie, spending a day in the park or maybe going on a camping trip (here’s a hint:

you could even camp out in your backyard). There’s plenty of things a family can do together. Sometimes there’s that one member who doesn’t want to go. If that’s you, forget about yourself and think of your family. Remember that you’re not always going to be living together. The time is going to come when people are moving out. Don’t miss out on the time you could be sharing with one another. Make space for quality time together. Many households have both parents working. The kids come home from school to a empty house. These days, even if everyone’s home you can still be separated. There are so many electronic gadgets to keep everyone busy by themselves. Mobiles, gaming consoles, laptops, iPods, mp3 players, the Internet and more. All the things on the web that will keep you busy like blogging, chat rooms, Facebook and so on. There are so many things people can do to entertain themselves without their family. Most of these things can be addictive; people can become strangers in their own family. It only takes one family member to get the ball rolling. So if your family’s not as tight as it should be, you could be the one to change it. There’s nothing worse than sitting down one day and looking back at the family time missed. You can’t go back and change it. §

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THE WORLD’S TOUGHEST JOB?

FAMILY MATTERS QUESTIONS IF PARENTING CAN BE CONSIDERED A FULL-TIME JOB By Abigail Hockley

Parenting is the most difficult job in the world. The process lasts longer than most modern careers. It requires a larger investment – in time and money – than just about any other activity. The complexity of choices is greater, and the outcome more uncertain. Greater patience is needed and the roller coaster of emotions is more daunting than in any other undertaking. Parents have to learn, virtually from scratch, a range of new skills – and they have to get their job as close to right as possible the first time. Relatively simple diaper changing rapidly gives way to complex medical conundrums. Educating a child, both intellectually and ethically, not to mention choosing among formal education alternatives, is a serious and difficult process.

Dealing with divorce and singleparenthood, safety, emotional wellbeing and a spectrum of practical and value-based situations can tax the best parents. These, and many more situations, often offer puzzles to solve that have inherently mixed practical, psychological and ethical dimensions. Mix in grandparents, media reports and ‘expert advice’, educators’ views, other children and many other outside influences – both on the parents and the child – and you have one hellishly difficult stew. Parents who successfully negotiate the maze often have some basic characteristics in common. People with the ability to view life’s challenges with a sense of confidence

ALL THE EFFORT NEEDED TO BE A GOOD PARENT PAYS OFF IN A HUNDRED WAYS

and resilience go a long way toward instilling those characteristics in their children. Showing respect toward their spouses – and their children – helps engender the same quality in the child in two ways. It helps grow self-respect in the child, and leads them to a proper respect for the rights and value of others. Parents who early on demonstrate a sense of fair play when deciding among competing claims give children a good foundation in many ways. The child benefits from the justice shown toward their valid concerns, while at the same time witnessing an approach that becomes valuable in later life. Along with these values, parents who demonstrate willingness to devote time to listening and sharing experiences establish a foundation of life-long trust and love. Life doesn’t always reward good behaviour. But fortunately, all the effort needed to be a good parent pays off in a hundred ways. Raising children well is a tremendous source of pride and joy, and rightly so. Helping provide the skills – intellectual, emotional, ethical and social – needed to thrive in an increasingly complex society rewards parents many times over.

Parents are right to enjoy both the practical results of their efforts and the deep emotional satisfaction that comes from the process and the outcome. Few careers consistently offer such high dividends for a job well done. §

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FINANCE

TEACHING CHILDREN MONEY Family Matters looks at how starting early can prevent future problems

irst of all, don’t put off teaching your kids about money, its value and how to manage it. It’s never too early. Children have vast amounts of purchasing power (billions) either directly or indirectly. Yet, even with all this influence and direct purchasing power, children are rarely taught about money, and more importantly managing money. Of course, the generation gap, combined with the technological age kids now live in, plays a part. But think for a moment how easily money is transferred today, with just the swipe of a card. And in fact, many people (parents) today hardly ever come in contact with actual paper money anymore. It’s so easy to load up your shopping basket with just the swipe of a card, and therein lies the trouble for kids learning to manage their money today. It’s just too easy, and there’s no immediate pain of actually taking that hard-earned money out of your purse or wallet and parting company with it at the time of purchase.

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SO MUCH TODAY IS INSTANT GRATIFICATION, AND NO PHILOSOPHY WILL BE TOUGHER TO OVERCOME IN TERMS OF MONEY MANAGEMENT

When you first begin to acquaint your children with money, be prepared for mistakes and some growing pains. It’s far better to allow your children to learn from mistakes involving small amounts now, rather than have them learn later in life, when the same mistakes can prove financially disastrous. In fact, many financial experts agree that a big mistake is for parents not to allow their children to have control over their money early on.

purchase. But as early as about first grade you should begin to take on this challenge with your child. So much today is instant gratification, and no philosophy will be tougher for you to overcome with your children in terms of money management. Delayed gratification, saving for something they want, is a very difficult concept for kids to master, but one of the most important when it comes to managing their money.

As with teaching children about anything, there are general guidelines about the level of complexity that should be introduced at any particular age; teaching your kids about money management is certainly no exception. So let’s take a look at some general teaching guidelines pertaining to money management and age level.

Be sure to continue on working with your children and the delayed gratification concept. In other words, teach them the principle of working and saving for something they want. You’ll find (and they will too) that as they learn this lesson, whatever it is they worked, waited and saved for will have much greater value to them.

Even early on, with toddlers and preschoolers, you can give your child an allowance. Now keep in mind that they will probably play with it, misplace it and maybe even lose it, but that’s perfectly fine. At this age, you’re merely introducing the concept that their little bit of money has value and should be kept safe so that it’s around when they want to use it. With the ease and power given to today’s consumer, it’s difficult to get adults to understand and have the discipline to save for something they want or need to

The next thing you’ll want to discuss with your kids is the difference between needs and wants. This is ever so important today in our media, marketing and consumption society, where our kids are hammered daily with advertising. You won’t have to look far for examples of needs versus wants; just turn on the television and wait for an ad break. Talk with your kids and discuss what an advertisement is, and why it’s targeting them. Learning to differentiate between

needs and wants is a very big money management accomplishment for kids. It’s also at this point (early to middle grades) that your kids can begin to establish some sort of savings plan for something they’d like. The whole process of budgeting and saving for something at this age will give your kids a great sense of accomplishment and pride, and is a first start towards financial confidence. Also, at this age, with your kids understanding saving and budgeting, it’s a good time to introduce them to paying for some of the extras that they’d like to have for school, sports and so on, and to beginning to donate to charity. From here, continue increasing your kids’ understanding of budgeting and managing their money, and increase their financial responsibility. Keep increasing their social responsibility, too, by giving to charities of your and their choice. As your kids progress to their teen years and become more mature, the time will come to consider getting them some form of credit card. By this time in their life they’ll be considering college or a career path that will quite possibly require some sort of financial loan; and at the very least they’ll be needing even more financial freedom. §

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Run like the wind

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Avoiding running injuries in Abu Dhabi By Leah O’Hearn Sino United Health

hether you’re experienced or not, running can be a risky form of exercise. Studies have shown that 60-65 percent of runners experience injury each year. Whether you’re training for a marathon or just interested in taking up running as a form of exercise, have a read through these useful tips. First of all, if you’re considering a marathon you need to begin your training at least six months before the event. Your body needs time to work up to an adequate level of fitness for the race; this goes for both complete beginners to the sport as well as treadmill junkies. Before you start training for a marathon, it’s a good idea to consult your doctor and gather as much information as you can to sort out a training programme that works for you. First-timers should be especially careful and start slowly. Gradually improve your times and distance by going for short runs, often. There’s no need to start in hard, and most medical professionals recommend no more than a 10 percent increase in mileage each week. Even still, when you start, you may feel adverse effects like muscle aches and general fatigue. It’s important to stick with it and push through not only the physical fatigue that sets in, but the mental block that will more than likely develop too. That said, there are times when you should stop pushing yourself and rest or consult a doctor or physical therapist. Physiotherapists advise that if you experience pain in the hip, knee, shin, ankle or foot during a training session and continue to feel it in the next two or three runs, you should discontinue training and start looking for the reason behind the pain. These problems can quickly become serious if left untreated. Likewise, if you have symptoms like a sense of pressure all over your body, giddiness, nausea or continued shortness of breath after five minutes of rest, see your doctor. When training for a marathon, running is enough, particularly in terms of conditioning for your lower legs. The marathon is a cardiovascular sport that may not require weight training for conditioning, so focusing

on your heart, lungs and core strength can be beneficial. Weight training on the upper arms may result in additional muscle mass, which might in turn decrease your speed and add difficulty when running. So go to the gym by all means, but focus on cardiovascular workouts and increasing your core stability. These important core muscles can be trained through Pilates or yoga, or exercises on a stability ball or wobble board. These exercises should be a supplement to your running programme. Physical therapists most frequently see patients for knee problems, anterior compartment syndrome (a build-up of pressure in the muscle caused by swelling or bleeding), tears, patello-femoral pain syndrome (sometimes called Runner’s Knee, this is a syndrome which affects the cartilage under the knee cap) and problems affecting the hip and lower back. To avoid issues like these, medical staff point out that warming up is crucial... as long as you do it properly. Too much stretching before you run is generally a bad idea. Recent research shows that improper stretching, particularly before a run, irritates the ilio-tibial band and causes severe pain, as well as limiting overall running endurance. To warm up safely, it’s best to begin with a light jog and perhaps then a little stretching. You can also simply jog slowly at first and gradually increase your speed. Most of your stretching should come at the end of the run. If you’re training for a marathon, make sure you do train outdoors sometimes to give your body experience of different running conditions. However, in a city like Abu Dhabi, if you’re simply taking up running for fitness purposes it’s not necessary to run outdoors. Conditions outside can actually compromise your overall fitness level with dust, air pollution and hard concrete adding unnecessary stress to your body (and that’s not even considering the crazy traffic). Remember that the treadmill has give to it; it’s bouncy in a way that concrete certainly isn’t. When running on a hard surface like concrete, it’s more important than ever to have the correct running shoes, well-fitted and

cushioned to give adequate support to your joints. While running, keep up your fluid intake, not just with water but with sports drinks designed to maintain the right electrolyte balance. Dr Peter Cheng, a specialist in rehabilitation and sports medicine who has in the past led running clinics, advises runners to drink 300 ml of water before exercising, 100 ml every 20 minutes and the same amount as the total weight lost afterwards. Take note of your diet and keep it healthy. Enjoy a wide range of foods for optimal nutritional benefits and remember to eat regularly. Finally – this should be obvious – don’t smoke. Your body will be better able to cope with the stresses of running if your lungs are working effectively. §

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rom early infancy, it appears that our ability to regulate emotional states depends upon the experience of feeling that a significant person in our life is simultaneously experiencing a similar state of mind. – Daniel J. Siegel, MD Resilience is our ability to cope with difficulty and to handle ourselves under stress. Resilience is not learned from a book; rather, it is learned from our environment, the most important part of which is our relationships. When we’re born, we have a very limited capacity for stress. We’re dependent on caregivers and are only able to learn about ourselves and our bodies through interaction with them. As babies grow, parents gradually learn to differentiate their baby’s signals: one cry indicates hunger while another indicates pain, and still another may be the baby’s way of manipulating Mum and Dad to be near 24/7. As parents learn to respond to their baby in different ways, the baby begins to understand and connect external occurrences with their internal experience of them. At the same time that we help to build a baby’s sense of self, they learn that certain reactions from their parents evoke certain responses. Mary Ainsworth, a researcher in the 1950s, found that children developed resilience and healthy attachments when they were “picked up when they wanted to be picked up and put down when they wanted to be put down”. Western parents tend to put children down before they’re ready, and Asian parents tend to hold onto children even when they want to be put down. Either approach hinders the child from developing the physiological and psychological sense that “my needs are respected and important.”

Learning resilience from being comforted and reassured During the first year of life in particular, babies cannot comfort themselves. The infant’s brain and body are simply not developed enough to self-soothe. Children slowly develop this ability by being comforted and soothed by calm and collected parents. The more adept

germ defender

WHAT IS RESILIENCE, AND HOW DO I HELP MY CHILD DEVELOP IT? By Rob Blinn, Ph.D

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they are at comforting the baby when needed, the more able the baby will be to internalise this ability and comfort him or herself. This ability highly correlates with resilience. People who don’t learn self-comfort as children can still develop these skills as adults, as research has shown. As with children, the development of selfcomfort in adults must still happen in a relational context, perhaps through a relationship with a mentor, close friend, religious leader or psychotherapist, and sometimes in intimate, authentic relationships with a spouse or partner. Rather than make children wait until adulthood, how can we encourage resilience in our children now? All families face stressful events. It’s a fact of life. As an adult, if you remain calm, grounded and centred in a crisis, your child will be much more likely to develop the same abilities. Flight attendants tell adults to put on their oxygen masks prior to helping their children. I like to use this as a metaphor for stressful life events as well. When your panic centres are activated, slow down, take a few deep breaths, perhaps

Play, exercise and art are also quite helpful in building resilience

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stretch or focus attention on your body to calm it down. Only after this should you engage the stressful situation. As you face stressful situations over and over again, your child will learn how to face stress in the same way. Additionally, children need lots of reassurance and may require a lot more time to work through intense emotions than adults do. Rushing them to get over emotional upsets will usually backfire. When a parent develops the ability to calmly and consistently reassure a child, the child will surely benefit.

Learning resilience from feeling safe Play, exercise and art are also quite helpful in building resilience. A friend of mine, educator Ale Duarte, has developed several games and activities to help children develop resilience or regain resilience after trauma. One such game is The Wolf Comes at Midnight. The object of the game is to have children prepare to get away from the wolf, whom they’re told is coming at midnight. They’re all given safe places and told they’ll be safe if they can get there

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before the wolf gets them. At the beginning of the game, the kids are told that it’s 8pm. They have time to prepare, plan out their route and decide if they need a helper to get to the safe place. Throughout the game, and especially at the end when the child has reached the safe place (no child is ever ‘caught’), the child is asked what they notice in their body when they’re in the safe place. This game (and others) and calm parental reassurance can guide a child to internalising feelings of safety. When a child repeatedly has physical experience of feeling safe, they begin to internalise those feelings. Eventually, children understand what creates feelings of safety within them. Even when away from physical representations of safety, these children can modify their internal state to encourage those feelings of safety to emerge. When they feel safe, children also learn to feel comforted, reassured and calm. As these feelings become part of our normal daily experience, we become more resilient and able to cope with the stresses of life. The process of reinforcing symbolic safe places makes it easier for us and our children to emotionally go back to these safe places and stay there. §

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HEALTH

Ensuring Recovery Treating basic sports injuries by SinoUnited Health

njuries are an inevitable consequence of playing sports, but they need not recur and become your lifelong bad back or ‘dicky knee’. Injuries that are treated effectively in both the short and long term have a good chance of healing completely and permanently.

The most common basic sports injuries are muscle tears and pulls such as quad strains, hamstring strains, pulled calf muscles and dead legs, sprained ankles and acute and chronic shoulder or rotator cuff injuries. While, later on in the recovery stage, each of these injuries will require different approaches and different rehabilitative strategies, there are some basic steps you should follow in the early days after your injury. In the immediate 48-72 hours afterwards, it’s important to avoid taking anti-inflammatories. SinoUnited Health Physiotherapists advise that it’s okay to take analgesics, but they must be paracetamol-based, not aspirin-based. This is because, at this stage in the healing process, you actually need that inflammatory process to bring along the good stuff to fight infection and encourage healing. White blood cells, for example, help to remove damaged tissue. In this crucial period it’s best to take the RICE approach. RICE stands for Rest,

Ice, Compression and Elevation, four actions you need to take in order to limit damage to your tissues and create the best possible environment to allow your body to repair itself. (Occasionally you might also see PRICE or even RICER, where P stands for Protection and the final R stands for Referral. Protection means removing the risk of further injury, which can be done by taping or strapping, or by providing a splint, sling or brace. For tips on how to correctly tape an injured area and prevent further injury, check out the SinoUnited Health website at www.sinounitedhealth.com. Referral means sending the injured person to a specialist for a diagnosis on how to best treat the injury.)

rest Immediately after an injury it’s important to rest the area. If it’s causing pain, don’t try to continue exercising or playing sport. Don’t

In the immediate 48-72 hours afterwards, it’s important to avoid taking antiinflammatories

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push through the pain if you can’t bear weight in the area or if movement of the joint is painful. Please note, however, that this is not carte blanche to set up camp on the couch with every single episode of The Simpsons known to man – try to keep up a certain amount of physical activity. The point is simply that you should not cause further damage to the particular area that is injured.

ice Ice should be applied immediately after an acute injury. When there’s been a localised trauma to the body and there’s an active bleed, it’s necessary to reduce blood flow to this bleeding site, as increased bruising (blood in the spaces between the cells) slows the healing time, and increases discomfort and scarring of the tissue. All of this makes complicated rehabilitation more likely. This should be checked by applying ice (to decrease blood flow volume through vasoconstriction – narrowing of the blood vessels) for periods of 10-15 minutes on and off for around two hours. In this time, you should be able to apply ice around six times. Too much ice (longer than 15 minutes at a time) will result in reflex vasodilation (widening of blood vessels to increase volume of blood flow), whereby more blood is sent to the area to compensate. Do not use heat on the area, as this will also encourage vasodilation.

compression Use a pressure bandage to help prevent and reduce swelling, which decreases joint movement. Wrap the injured part firmly but

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make sure that you do not constrict the blood flow.

Elevation Keep the injured area elevated, as this will help to drain swelling away from the joint. The area should be elevated above the level of the heart, or at least higher than the most proximal joint of the limb concerned (i.e. hip or shoulder). The healing process takes place over 6-12 weeks, depending on the severity of the injury. In the 3-5 days immediately after the injury, the so-called ‘lag phase’, the body is trying to patch itself up. It’s like repairing something with wood glue: unlike super glue, which dries quickly, wood glue remains squishy and wet for a long time. When a wound is at this stage, it’s best not to prod it or stretch it and move it around. In some cases it may be necessary to see your doctor. Here are some red flags that you should watch out for: If it’s impossible to bear weight, you may have a fracture, cartilage damage or a serious ligament injury. Instability. If you can’t move the area as much as you used to, or indeed if it’s displaying signs of hypermobility (i.e. you can move it much more than usual), get to a doctor. Instant swelling within an hour of the injury means that bleeding is occurring, and is a sign of something serious. If at the time of injury you hear a crack, tear or pop, get to a hospital. And finally, decreased sensation (like a numb

hand after twisting your elbow) or a lack of pulse may indicate that an artery or nerve has been involved in the injury. For example, an elbow popped back into place may pinch the artery or nerve between the bones in the process. In the 5-20-day recovery phase, you can start gentle movements and stretching. After three weeks, you can begin to prepare the injured area for a return to the sport that caused the injury by targeting it with more specific rehabilitative exercises. Healing tissue is relatively dysfunctional and needs to learn how to move the way the original tissue did. The body loses its proprioceptive abilities in that area, as the receptors that send this information to the brain are damaged alongside the muscle or the ligament: thus, the muscles forget how to move properly. Consequently, injury is more likely to recur if you don’t take it slow and allow your muscles to learn how to move again.

helping others to be the best they can be Education and learning have always been our focus and our area of expertise. Our people and the people we work with all have a good understanding of what this means to us. We aim to provide students with the opportunity to be the best they can be. WWW.BISAB U D H A B I .COM

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Viral versus bacterial infections The responsible use of antibiotics By Dr Leslie Bottrell, MBBS Global HealthCare

e live in a society of instant gratification, so when it comes to illness we of course want to be sorted out immediately. Patients are frequently uncomfortable with leaving the doctor’s office without a prescription for antibiotics. We often hear: “The last time I was sick I was given antibiotics and that cleared it up, so could you just write me another prescription?” If the patient’s previous infection was bacterial, then that statement may be true; however, if the infection was caused by a virus, then the body’s immune response should be receiving the credit. What are viruses? Viruses are infectious agents that contain genetic material (DNA, RNA) but no cells. They therefore need to invade a host cell to reproduce. Antibiotics have no effect on viruses. Anti-virals are available to treat some serious viral infections. Vaccines are used to provide immunity against certain viruses and prevent some viral infections. Examples of viral infections are the common cold, influenza, chicken pox, hepatitis and HIV. What are bacteria? Bacteria are single-celled organisms that are much larger than viruses. There are more bacterial cells than human cells in our bodies. Most are harmless, some are beneficial and a few species cause infection. Antibiotics kill or slow the rate of growth of bacteria to allow the body’s immune mechanisms a fair fight. Inappropriate use of antibiotics, for example to treat a viral infection, can do more harm than good, not only for the individual in terms of unnecessary side effects (diarrhea, nausea, possible allergy and development of Clostridium difficile) but for the global community as well (antibiotics have become less effective against bacteria which have become resistant to them, like Methicillin-Resistant Staphylococcus Aureus (MRSA) or Vancomycin-Resistant Enterococcus (VRE). No new antibiotics are likely to be available in the near future to combat these ‘super bugs’, so what once were miracle drugs may soon become ineffective. By using antibiotics responsibly we can help to maintain their effectiveness for the future. If you’re diagnosed with a bacterial infection, then it’s important that you complete the course of antibiotics prescribed, even if you’re no longer experiencing symptoms. Eating pro-biotics such as those found in yogurt

while taking antibiotics can help maintain the healthy bacteria in your digestive tract and minimise some gastrointestinal side effects. Rest to allow your immune system to fight alongside the antibiotic, and avoid alcohol during an antibiotic course. Remember that antibiotics can interfere with other medications so it’s important to tell your doctor what you’re already taking prior to starting a course of antibiotics. Cold versus flu Cold symptoms include sore throat, runny nose, congestion, cough and fever (more likely in children). Symptoms usually resolve within a week. Flu symptoms are similar but can come on quicker, be more severe and last longer (weeks): sore throat, fever, headache, muscle aches and soreness, congestion, cough and sometimes vomiting and diarrhea. While we have no cure for the cold and flu, we do have many pharmacological and nonpharmacological means to treat the symptoms. You can discuss these options with your doctor. The discovery of penicillin in a mouldy old laboratory altered the course of history. Antibiotics became and remain a wonder drug for bacterial infections, but it’s

important to remember they’re not a cureall. Most viral and minor bacterial infections are self-limiting and don’t require antibiotics. The body’s natural defences will successfully eliminate many infections. It’s therefore essential to optimise your body’s ability to prevent or fight off infections and minimise their spread to others. A few healthy tips • Wash hands with soap and water or hand sanitiser after sneezing or coughing into your hands, blowing your nose, using the restroom, before meals, etc. • Keep hands out of your mouth and away from your eyes • Get a good night’s sleep • Minimise alcohol intake • Stop smoking • Drink lots of water • Eat a well-balanced diet including fresh fruit and vegetables • Exercise regularly • Get regular check-ups with your family doctor • Get a flu shot annually, prior to flu season §

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School Life

Island of the

Gods Experience the flavours of Bali

ali, at the top of the Indonesian Archipelago, draws tourists from all over the world. The dry season from May to September is the best time of the year, with spectacular landscape, lush green forest and colourful flowers reminding visitors why this is called the Island of the Gods.

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TRAVEL

rriving at Denpasar Airport, you’ll feel the island heat mingling with salty sea breeze, natural and passionate. You can get your visa on arrival on Bali, and the airport terminal has multi-lingual pamphlets introducing the local landscape and culture. You can get a cab to your hotel, or organise a private car and driver for your holiday; almost every driver speaks basic English. Bali is divided into several regions, with Nusa Dua and Kuta the most famous. There are plenty of hotels here, many of them global chain hotels with their own well-equipped private beaches. One gorgeous example is the Beach Hotel in Nusa Dua, which provides azure waves, white sand and lush coconut trees. Surf and swim to your heart’s content, or get a tan lying on a beachside chair. Food, shopping

and entertainment are nearby. You’ll find both global brands and delicate local handicraft. There are also plenty of bars and nightlife.

Terraced rice paddies in Bali

There are plenty of hotels here, many of them global chain hotels with their own well-equipped private beaches

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Hotels in Kuta are another good choice. The beaches there are white and smooth, and a surfers’ mecca. Kuta is a bustling place, with a busy shopping street. One option to stay is the quiet and peaceful Beach Hotel in Nusa Dua. Special mention should also go to Jimbaran Beach, where the beautiful sunset attracts travellers from all over the world. However, not all of them know that it’s also famous for the fishermen that go to sea in traditional canoes. Here you can watch the sunset at dusk, enjoy a candlelit dinner or seafood barbecue and listen to ballads performed by local singers. Bali has great historical and cultural beauty. When

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Words are not enough to describe the splendour of the island

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TRAVEL

you’ve had enough sun for the moment, check out the local culture, the religion, handicraft and art. Built two thousand years ago to worship the Sea God, Tanah Lot is the island’s most famous temple. Overlooking the vast ocean from a steep cliff, Tanah Lot is another great place to enjoy a perfect sunset and may be Bali’s most popular tourist attraction. The most extraordinary views come at high tide, when the temple seems to separate from the land. Note, however, that tourists may not enter the sacred temple. What else? If you’re into local handicraft, don’t miss the traditional cultural centre and ancient capital of Bali, Ubud. Here you’ll find the royal palace, part of which is open to the public, part still a royal residence. Despite the fact that Ubud is no longer the political centre, it still has its own

Golf Course in Bali

vitality. The market in Ubud is full of handicraft and batik workshops. In the north of Bali you’ll find the active volcano Gunung Abung, the island’s highest peak, which last erupted in 1998. Perched on top of Gunung Abung, there’s a terraced cafeteria offering local delicacies amidst fabulous volcanic scenery. You can also camp at the foot of the volcano – cooking with the heat of the volcanic soil!

Traditional Balinese ceremony

Bali means ‘come back’ in Balinese. Words are not enough to describe the splendour of the island – the beauty of Ayung white water rafting, Lake Bratan or Pura Ulun Danau Bratan, as well as the spas and the cuisine. This gorgeous island has unique natural landscape and historical sites, just waiting for you.

TRAVEL

Bajra Sandhi Monument

FAMILY MATTERS

FINAL WORD

FINAL WORD Hybrid vigour in the classroom Mike Embley evaluates the case for ‘hybrid thinking’ and how it applies to students and teachers

ny good gardener or farmer will be very aware of the idea and practice of encouraging cross-breeding to promote what is called hybrid vigour. The basic idea is that often crossing two pure-bred lines of plants or animals works to produce a new offspring with the best characteristics of both parents. Indeed, top-quality seeds for keen gardeners are often marked “F1 hybrid”, referring to the fact that they are a first-generation mix of two excellent lines. As with plants and animals, so with ideas. The mixing of minds and cultures often gives rise to something new and powerful. We can see this as modern communication allows ideas to move quickly around the world and mix in ways that their creators never intended or envisaged. Some of these ideas have been among the most

powerful cultural movements of the 20th and 21st centuries. While undeniably powerful, these ideas have not always been constructive or a force for good, and one can speculate on the ramifications of such cultural foreshortening as it progresses over future generations. However, one idea whose time has definitely come, and whose tangible benefits are apparent, is the movement of teachers and ideas about teaching around the world. Each and every top school must have at its core the success of its students as its first priority. This success shouldn’t be limited to, but of course must include, academic success. Many students gain just as much from musical, sporting or artistic endeavours though, and we shouldn’t overlook the role of personal challenge and development.

Each school has its own character that imparts something extra to those in its care. At The British International School we pride ourselves on our commitment to strong family-focused communication, good manners, social graces and discipline. Some would call these values traditionally British. It’s true that British culture places a strong emphasis on good manners, but this is not unique! In fact British culture is something of a hybrid itself, a fact which should not be forgotten. We are THE British School in many senses and must remain so. That fact brings great value, and our slightly traditional nature and academic, artistic, sporting and personal success is what our families expect from us. However our community is made up of families from all

over the world, all of whom have something to offer. Equally, our teachers have a wide variety of backgrounds and experiences on which we can draw. Teachers who have had exposure to a wide range of teaching methods in their training and continuing professional development also benefit from being able to choose the most relevant methods. Although the very trendy Learning Styles theory is falling rather out of favour of late due to the lack of evidence supporting it, variety remains very much an important part of a teacher’s tool kit. After all, our students must be able to operate in the modern hybrid world. What better way to succeed than for them to become exposed to a little hybrid thinking themselves? §

FAMILY MATTERS

School Life

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