/Bratislava-Family-Matters-Issue-1 by the British International School, Shanghai

British versus American Curriculum Making an educated choice Page 10 Health The obesity problem travel A Northern Territory adventure ask the experts Taking the plunge education Choosing the right school

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FAMILY MATTERS

ISSUE 1

helping others to be the best they can be

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FAMILY MATTERS

ISSUE 1

British versus AmericAn curriculum Making an educated choice Page 10 health The obesity problem travel A Northern Territory adventure ask the experts Taking the plunge education Choosing the right school

Family Matters Issue 1 Contributions welcome from all of the Bratislava community. Please contact marketing@bisb.sk for more information.

FAMILY MATTERS

MAGAZINE

magazine

FAMILY MATTERS

CONTENTS

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EDITOR’S WORD N

ord Anglia Education and The British International School Bratislava would like to warmly welcome you to our first Bratislava edition of Family Matters Magazine. In conjunction with our Essentials Guide, the Family Matters project began a little more than a year ago with the intention of providing expat families with a trusted resource that would help them gain a better understanding of the city they were living in, or about to relocate to. Our years of experience highlighted the fact that the

process of relocating to a foreign land and adjusting to expat life can be daunting, both before departure and after arrival. In recognition of this, we launched the project, which at the time seemed a lofty goal. What we found, however, was a well spring of support from the expatriate community in both Shanghai and Beijing that made the endeavour a labour of love rather than a trial. The warm and enthusiastic reception we received in China paved the way for the expansion of the project to all of Nord Anglia’s schools worldwide, thus allowing

us to provide what we now see as an essential community service.

Helping families better understand the issues they will face during their time abroad is something we have always done, but now we are proud to be able to do so for the expatriate community at large, for the benefit of all. We hope you enjoy our first issue and find it useful. § Yours truly The Family Matters Team

17 22 38 IB: The best of both worlds

Choosing the Right school

Offshore investing and the advantAges of expatriate living

Lee Darwell explains the ins and outs of one of the world’s most prestigious secondary degrees

Wendy Ellis offers her insight into the importance and methodology of choosing the best school for your child

Wade Dawson reveals some of the enormous advantages of becoming an expat

CONTENTS

FAMILY MATTERS

British versus American curriculum Making an educated choice Wendy Ellis walks you through some of the finer points of two excellent educational curricula

42 46 57 62 TAking the plunge

Third Culture kids

Expat stress and quality mental healthcare

Kakadu: A Northern Territory adventure

Zsuzsana Blau explores the challenges and rewards for expat children

Megan Little provides a window into the life of third culture kids

Dr Maurice Preter, MD delves into the issue of expat stress and offers some valuable insight

Ride along on a family tour of Australiaâ&#x20AC;&#x2122;s incredible natural wonder â&#x20AC;&#x201C; Kakadu National Park

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COMMENT

FAMILY MATTERS

COMMENT The paradox of modern times

When the going gets tough...

Is technology isolating us from our friends and family?

Some practical advice for ensuring long-term relationship success

e find ourselves suddenly in a new world, where communication is instant, and perhaps instantly gratifying. With the Internet, we never need be alone. Yet rarely is anything an unalloyed good. This is a technology that can bring out the worst in people, or stop those who need to make an effort to interact with others – something everyone needs to do for the sake of their mental health – from doing so. People who are shy and reticent in the real world log on and immerse themselves in chat to vent their frustration. They assume new identities and a new life, sitting in front of their computer for hours at a stretch. This can cause marital problems and an increased likelihood of divorce. Internet surfing, as most of us know by now, can also become an addiction. Hours and hours are spent online, at a remove from the real world, whether gaming or chatting. So what’s wrong with this? Surely online we can communicate with real people, find out what’s going on in the world, find friends who share unusual hobbies, make arrangements to meet in real life? All this is true. The worry about the Internet, as with other forms of technology, is that there are those who don’t use it wisely, those who use it as an alternative to human interaction rather than a way to live life more fully. Once the telephone appeared, it got easier to communicate by voice rather than face-to-face. Now we can ‘talk’ to our heart’s content without ever seeing another human being (on the screen doesn’t count). This is incredibly convenient for most of us, but leads to a social cul-de-sac for some. So are people less outgoing and sociable than they used to be? Even movies and concerts can be

downloaded on demand, reducing the need to go out. In fact, you can even work from home without showing your face in an office. Everything you need to buy can be ordered online or by telephone. Even degrees can be obtained sitting at home. There’s no need to attend lectures and classes in universities. There’s no need to stay in a college dormitory with new friends. The computer has replaced the TV as the incubator of couch potatoes, with people – most problematically children – spending hours in darkened rooms inside of going out and getting exercise. Let’s hope the advent of Wii and other full-body gaming consoles at least leads to recluses in better shape! Some years back, there was this man who named himself DotComGuy. He stayed inside a room for an entire month with just a computer and a broadband connection. Everything he needed or wanted to do came to him through the Internet. Publicity and encouragement were given to him as if he were doing a great job. Was he a pioneer or a harbinger of a worrying future? We are social animals, and we need the company of others for happiness. Modern technology is a boon in many ways, but is this form of progress undermining our potential for happiness? Are we creating hermits? There may be a day, sooner than we think, when no one needs to leave their home. Even marriages are already being webcast, so that relatives can celebrate the union online without needing to physically make the journey to the wedding. What more can they think of? Enjoy the Internet. Marvel at what man has created. But don’t forget to go outside and make a new friend in the real world from time to time. §

elationships with others are vital to us all. Relationships with parents, siblings, friends and significant others can bring joy and added significance to our lives. It’s often through intimate relationships that our deepest needs are met. It’s thus no wonder that we find ourselves preoccupied when we fear the loss of such relationships. Whatever your age and experience, a close relationship brings new and demanding challenges. Being able to handle conflict and deal with differences is important in maintaining healthy relationships, and everyone needs assistance at some time to help them deal with problems or difficulties in a relationship. All couples experience problems in one form or another – it’s part of sharing your life with another human being. The difference between a healthy relationship that works and one that doesn’t is how well couples deal with the challenges and problems they face in their life together. If you want to have a healthy relationship, follow these simple guidelines. • Don’t expect anyone to be responsible for your happiness. Too often, relationships fail because someone is unhappy and blames their partner for making them feel that way. Make yourself happy first, and then share it. • Forgive one another. Forgiveness means ending your anger or resentment. It takes patience, honesty and respect. When freely given in a relationship, forgiveness is powerful. • Don’t do anything for your partner with an expectation of reciprocation. Do things for them because you want to, and don’t hold your good deeds over

their head at a later date. Keeping score in a relationship never works. • Be responsible. If you’ve been rude to your partner, own up to it and try to do things differently next time. If you’re unhappy in your relationship, make an effort to create a better relationship yourself rather than try to change your partner. • Approach your relationship as a learning experience. We’re attracted to a partner from whom we can learn, and sometimes the lesson is to let go of a relationship that no longer serves us. A truly healthy relationship will have two partners interested in learning and expanding a relationship so that it continues to improve. • Appreciate yourself and your partner. In the midst of an argument, it can be difficult to find something to appreciate. Start by generating appreciation in moments of non-stress, so that when you need to do it during a stressful conversation it’s easier. One definition of appreciation is to be sensitively aware; tell your beloved that you love them, and that you don’t want to argue but to talk and make things better. Research has shown that people in supportive, loving relationships are more likely to feel satisfied with their lives and less likely to have mental or physical problems or to do things that are bad for their health. People in supportive, loving relationships help each other practically as well as emotionally. Supportive partners share the good times and help each other through the tough ones. Talking and listening are probably the most important skills in a relationship. There’ll always be tensions and disagreements, but if you can communicate well, you can overcome almost any problem. §

FAMILY MATTERS

PUBLISHER

The British International School info@bisb.sk

CHieF EDITOR

Travis Murray editor@bisshanghai.com

ART DIRECTOR

Travis Murray editor@bisshanghai.com

COPY EDITOR

Aelred Doyle aelred@gmail.com

CONTRIBUTORS Wendy Ellis head@bisb.sk

Lee Darwell ldarwell@bisb.sk

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.nordanglia.com/bratislava

Mark Angus m-angus@bissnanxiang.com Kevin Foyle k-foyle@bisspuxi.com Wade Dawson wade.d@austenmorris.com

ADVERTISING

Milina Kolomparova marketing@bisb.sk

CONTACT

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FeatureD Contributors

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FEATURED CONTRIBUTORS Wendy Ellis

orn in Canada, Wendy was educated in the UK, graduating from Lancaster University in History and Politics. Following a year at King’s College, London where she completed her PGCE, Wendy Principal taught in a number of independent schools in the UK, including The British International School the premier school Wycombe Abbey. Following a 7-year headship at Bratislava, Slovakia Windermere School in northwest England, Wendy took a ‘gap year’ to complete a full-time MBA at Lancaster Management School before taking up the role of Principal at The British International School Bratislava in 2007. Wendy is a member of Global Connections and has been a board member of Round Square, a world-wide association of more than 80 schools on five continents dedicated to the full and individual development of every student as a whole person. This has always acted as the basis to her approach to education; alongside a commitment to high academic standards, hers is a belief that education is about developing the whole personality through creativity, community service and adventure.

Lee Darwell

ee went to school in Sheffield, England and read Geography at Manchester University. After leaving university he spent four years teaching English in London and Japan then worked for four years in the travel industry, before finding his true calling teaching Geography. He completed his teacher training at the University of East Anglia and moved to Slovakia in 2004. He has just completed an MA in Education at the Open University. Lee feels very much at home here in Slovakia and he enjoys spending time with his family and cycling. He competes in mountain bike marathons but his real passion is for the freedom of cycletouring. Although it is a few years since Lee embarked on an epic cycletour, he regularly explores Slovakia, Austria and Moravia on his bicycle. At BISB Lee is a Geography teacher, the head of the International Baccalaureate Diploma Programme and the university applications adviser. He believes that education should not just be about building up a foundation of knowledge but also developing in students a passion for learning and the skills necessary to be a lifelong learner. Head of International Baccalaureate Diploma Programme The British International School Bratislava, Slovakia

Mark Angus

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 Principal College, University of London, where his main focus of study was The British International School the repertories of 16th- and 17th-century playing companies. Further Shanghai 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 has been at BISS since 2007, 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.

Kevin Foyle

evin Foyle has fifteen years experience in school leadership. After a brief period playing professional cricket in the UK, he began his teaching career at Winchester College, one of the UK’s leading Principal independent schools, where he taught history and politics. He was The British International School then appointed to be Headmaster of Norman Court Preparatory Shanghai, Puxi Campus School in 1995. He was a member of the Council of the Incorporated Association of Preparatory Schools from 2004-2007. In 2007, he joined Nord Anglia Education when he was appointed the founding Principal of The British International School Shanghai, Nanxiang. At the beginning of 2009 he moved with his wife and two children to take up the position of Principal at The British International School Shanghai in Puxi. The wonderful fusion of cultures and nationalities inherent in international education and all that this brings to students’ learning experiences inspires him every day. He enjoys all manner of sports and music and, when time permits, can be found out and about exploring the historic districts of Shanghai.

Professor Deborah Eyre

rofessor Deborah Eyre is Education Director at Nord Anglia Education, responsible for the Company’s education strategy. Professor Eyre is internationally recognised for her work on school reform and gifted education and currently works across the world on Education Director education policy and system design for high performance. A leading Nord Anglia Education researcher into teaching and learning for high performing students and the former Director of the UK government’s National Academy for Gifted and Talented Youth (NAGTY), she is a Visiting Senior Research Fellow at Oxford University and also holds academic positions in a variety of universities in the UK and internationally. A former teacher and academic, she has written many books and articles and worked directly with teachers and parents in many countries. She has served as a Board Member of the UK Training and Development Agency for Schools (TDA) and the National College for School Leadership (NCSL). A well-known international speaker and widely published author, she is interested in all aspects of education and contributes regularly to educational debates.

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EDUCATION

Making an educated choice Understanding the British and American curricula By Wendy Ellis Principal The British International School Bratislava, Slovakia

ny comparison of the two systems must start with the statement that one is not comparing like with like. The US doesnâ&#x20AC;&#x2122;t have a single educational system in the sense that England does. American schools do, however, have a number of accreditation bodies, who ensure that they have certain standards and fundamentals in common. US schools are also much more free to respond to the requirements, or indeed demands, of the local population. This means that special interest groups can have at times a significant effect on teaching requirements and the curriculum in those schools. This might lead to certain subjects, such as Biology, having additional strictures on what can and cannot be taught in schools. Schools in England, on the other hand, follow a single standard National Curriculum. Teachers in both systems have some degree of personal freedom to develop their own teaching style within the structure of the particular curriculum that they follow. The English National Curriculum specifies in some considerable detail the educational milestones that children should reach on a year-by-year basis as they progress through their school life. Children are regularly assessed in detail by teachers, who use a standardised set of criteria to assign levels to their progress. Nationally, standardised tests are also employed, which give a very strong indication of how well a child is doing compared to national standards.

EDUCATION In the US the relatively recent introduction of the No Child Left Behind act has also introduced compulsory standardised testing in the majority of schools. The act was brought in to address America’s relatively poor performance compared to other developed countries in terms of the academic standards of its students. International schools which follow the English National Curriculum use the same standardised testing regime and criteria as schools in England. This allows, for example, a British international school to compare and benchmark itself with the very best schools in the UK and to ensure that its standards are set at that level. Each child is assessed and set targets that are achievable for them. It’s important to note that schools are tasked with not only ensuring the progress of the very able, but also of those whose abilities are not at the top of the range. A student may not excel in national terms in all areas of the

curriculum, but it’s important that the schools ensures that each student does as well as they can and is challenged to progress at a rate over and above that they might achieve at an ‘average’ school. These targets are sometimes referred to as Golden Targets and are often used as criteria for parents to judge the ‘value added’ by their school. ‘Value added’ refers to the progress that students in each school make over and above the average progress that a child would be expected to make, and is an important element in school evaluation in the UK. In the US, students are compared using a variety of different standards throughout elementary school and high school. These vary from essentially IQ-based tests to tests which track progress through the curriculum based on tests of recall or understanding. The political landscape of the US is of course more varied than that of the UK, and this has inarguably had

FAMILY MATTERS

Any comparison of the two systems must start with the statement that one is not comparing like with like

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FAMILY MATTERS

EDUCATION

an effect on the way in which testing is viewed. International schools following a broadly USbased curriculum will generally choose one of the larger schools accreditation bodies. These are based in different regions of the US and have also broadened their responsibilities to include some overseas US schools. These bodies include WASC (Western Association of Schools and Colleges), NEASC (New England Association of Schools and Colleges) and SACS (Southern Association of Schools and Colleges), but there are others. They try to ensure that schools meet the AYP (Adequate Yearly Progress) targets specified in the NCLB act. Schooling in the US generally begins at the age of around 5 or 6 years old. The initial focus in kindergarten is on play-based activities, with a transition to more formal structured learning occurring gradually as the child progresses through school. In many ways this is mirrored in the British system. Unlike in many areas of the US, however, a full system is in place for early years education. The Early Years/ Foundation Stage (EYFS) curriculum is centred on developing all aspects of a very young child, both social and academic. It monitors and assesses key developmental milestones. Parental communication is heavily emphasised in the EYFS. Play is of course emphasised in the play-

based learning sections of the curriculum, as are areas of continuous provision such as outdoor play, water play, sand play, arts activities and books. Even before children can read it’s important to have books around so that they begin to develop habits which will lead to a lifelong love of learning. Moving into primary school, the key difference might be seen to be one of approach. The core areas of teaching in fact tend to vary little. It is arguably the case that the British system is slightly more advanced in terms of maths and literacy, but in truth the variation between students is higher than that between the two systems. There is also a somewhat wider focus in the British system, contrasted with the more ‘national’ focus found in the US. However, again we find that the variation between teachers is wider than the variation laid down in the curriculum, and of course many US teachers also consider it their duty to promote a wider world view whenever they are allowed to do so. Also, a number of British international schools or international schools with British links have opted to use the International Primary Curriculum, which maintains the structure of the English National Curriculum but approaches the topics from an international rather than a British perspective.

It is arguably the case that the British system is slightly more advanced in terms of maths and literacy, but in truth the variation between students is higher than that between the two systems

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The key difference will always be one of approach. A modern forwardlooking system aiming to maintain some traditional values, or a highly varied stateby-state system looking to satisfy the needs of a very varied community while maintaining a liberal tradition

In secondary school (high school) the differences become more pronounced. Here by most standards the average British child is one year more advanced in mathematics and language than their US counterpart (based on national average statistics). The differences in approach become even more pronounced, as schools across the US have a very different and more liberal approach to that of UK schools. One key area of difference is that of ‘tradition’. Many British schools still have uniforms and an explicit emphasis on teaching good manners and social skills. Both systems, of course, aim to combat bullying and other obvious social ills, but

Wendy Ellis

in general US schools from primary upwards are a little more free or informal than their British counterparts. Of course this is neither good nor bad. Many parents may consider the teaching of good manners rather old-fashioned, or school uniforms a restriction of children’s freedom of expression. The British headmaster would reply that uniforms make for a family atmosphere and feeling of community, and reduce fashion pressure on both children and parents. There is no right answer to this issue, of course, and neither system can be said to be superior. General standards in any good school in either the US or the UK will not vary hugely. The UK

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primary and early years system has proven to be highly successful in nurturing young minds, but aspects of the US middle school system are also being developed strongly. Both systems feature a strong emphasis on ICT skills, but the UK system is perhaps a little more outward looking in comparison. The key difference will always be one of approach. A modern forward-looking system aiming to maintain some traditional values, or a highly varied state-by-state system looking to satisfy the needs of a very varied community while at the same time maintaining a liberal tradition; in the end, it’s up to parents and students to choose the one they feel is best suited to them. §

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EDUCATION

helping others to be the best they can be

WWW.NORDANGLIA.COM/BRATISLAVA

EDUCATION

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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 INFO@BISB.SK TO ARRANGE A VISIT TO OUR SCHOOL OR TO ORDER A SCHOOL PROSPECTUS

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IB The best of both worlds

By Lee Darwell Head of International Baccalaureate Programme The British International School Bratislava

n a diverse and multicultural city like Bratislava, we are always very aware that every student at an international school has their own unique set of needs and aspirations. However, when it comes to selecting a post-16 course, I believe that there are two fundamental requirements which are common to everyone. First, it is essential that we offer a course which results in qualifications which allow every student to progress to the next phase in their education or career. The International Baccalaureate Diploma is unique in that it offers a truly international qualification which is not tied to any particular national system, leading to recognition by universities from all over the world. With over 775,000 students in 138 countries, the IB is expanding rapidly and is seen by many institutions as the best pre-university course around. A strong IB Diploma can let students gain admission to one of the best universities in the world.

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We are very conscious that when students have completed their secondary schooling at The British International School, they must be ready to face the challenges of independent study at university or college, often living alone for the first time in their lives

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ven more important, though, is that we help students to develop the skills, knowledge and attitudes that will lead to a successful life. We are very conscious that when students have completed their secondary schooling at The British International School, they must be ready to face the challenges of independent study at university or college, often living alone for the first time in their lives. Merely getting a student into a good university is not enough. The student needs to have the academic background and the study skills to enable them to thrive in that environment and then go on to build a successful career.

their differences, can also be right”. This chimes with our own mission statement, which says that “The British International School Bratislava seeks to prepare its students for their role in a challenging and rapidly changing world. We provide an environment that is nurturing, academically stimulating and internationally aware. Our students develop as confident, openminded, respectful young people, inspired to become responsible and active global citizens.” Certainly, the formidable combination of the top-quality teaching and study facilities at BISB and the highly regarded IB course is an excellent preparation for higher education.

In the International Baccalaureate Mission Statement, a stated aim is to offer programmes which “encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with

Every IB Diploma student studies six different subjects, which must include courses in literature, a second language, a social science, a natural science and Mathematics. They are also strongly encouraged to study one of the arts.

This breadth of study helps to develop the sort of well-rounded education which is demanded by our increasingly cosmopolitan globalised society. BISB offers an excellent selection of subject choices, including five different languages, as well as all the traditional subjects you would expect to see at any top international school, including both Economics and Business Studies. The Higher Level Biology course has proved excellent preparation for students taking up Medicine. We are also proud to be able to offer exciting new IB courses such as Film. All IB subjects incorporate a coursework element, ensuring that a significant part of the assessment is based on applying the knowledge learned in class. The Science courses, for example, are designed to provide a balance between understanding theory and practical experimentation. In Arts subjects such as

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what particularly distinguishes the IB Diploma from other post16 courses are three unique elements, all of which are geared towards developing the skills which will bring success in higher education

Film and Visual Art, the entire syllabus is coursework-based, meaning that learners are actually creating art as well as studying it. However, what particularly distinguishes the IB Diploma from other post-16 courses are three unique elements, all of which are geared towards developing the skills which will bring success in higher education. These are the Extended Essay, the Theory of Knowledge course and the Creativity, Action, Service programme. Students will find that in university there is an increasing focus on producing work which is well-researched and written to a high academic standard. Working on the 4,000-word Extended Essay allows them to develop some of those skills under the expert supervision of one of our experienced teaching staff. Selecting one of their six subjects, they form a thesis question

in a topic of their choice before embarking on extensive research. The net result of a process which can take a whole year and several drafts and redrafts is a piece of work which is of greater quality and depth than anything they have ever done before. Recent work by students at BISB has included questions such as:

“Arabic literature today often reflects societies in crisis” (Ahdaf Soueif, London Book Fair 2008). In what ways do Soueif ’s The Map of Love and Mourid Barghouti’s I Saw Ramallah support this observation? and

Why does the carbon footprint of Slovakia appear so small?

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The choice of subject for the Extended Essay often reflects what a student hopes to study at university and forms a useful part of the application and interview. The Theory of Knowledge course helps to develop analytical and critical thinking skills. Combining a philosophical approach with a more practical look at how knowledge is obtained in contrasting academic disciplines, it encourages rigorous thinking processes as well as a better understanding of different perspectives. Part of the assessment is by oral presentation, which develops important public speaking skills. The third of the special elements of the IB is the Creativity, Action, Service (CAS) programme, which aims to help students realise their potential to become leaders and organisers, as

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School Life

the british international school Bratislava, Slovakia

HELPING OTHERS THRIVE

info@bisb.sk

www.nordanglia.com/bratislava

EDUCATION

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The emphasis on independent inquiry and the demanding workload provide ideal preparation for higher education and promote attitudes and skills that will stand students in good stead throughout their lives

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well as to be contributing members of a caring community. It’s a practical course which takes place outside the classroom and involves such varied activities as sport, drama, art, creative skills and community service. IB students take ownership of this process by setting targets for their self-development and by reflecting on their own progress throughout. Before IB students at BISB embark on the two-year course of study, they all attend a week’s residential ‘experience’ in Mala Fatra, working on an eco project and with a local orphanage, and start to develop these vital skills of seeking selfknowledge in an environment new to every one of the participants.

Lee Darwell

CAS projects have produced some memorable moments. Within the Creativity component, there have been some unforgettable performances in music and drama. As well as stepping into the limelight with remarkable solo performances, CAS students have also made essential contributions working backstage on props and lighting and running Danubefest, an arts workshop, for local schools. The Action part of the CAS programme has opened up opportunities to learn new dancing skills, explore the local countryside by bike or take up rock climbing. In the area of Service, links have been established with a number of charities both local and international, and students have

gone on to promote these projects and causes at university as well as, in one case, taking their concerns to the European Parliament. Our students have been involved in the practical work of those organisations and have also managed to raise substantial sums of money for charitable causes. The International Baccalaureate Diploma provides a coherent, yet varied, educational experience. The emphasis on independent inquiry and the demanding workload provide ideal preparation for higher education and promote attitudes and skills that will stand students in good stead throughout their lives. §

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School Life

EDUCATION SUPPLEMENT

C hoosing the Right School P

arents often ask me what to look for in a new school. Helping parentsÂ make the right choice of a new school and manage this transition for their children is just as important as helping their children settle into our school when they first arrive. Itâ&#x20AC;&#x2122;s a major part of life in international schools.

By Wendy Ellis, Principal, The British International School Bratislava and Kevin Foyle, Principal, The British International School Shanghai

School Life

EDUCATION SUPPLEMENT

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â&#x20AC;&#x153;

EDUCATION

Schools will always wish to portray themselves in the most favourable light and will make sure that any statistics they publish support this. Beware those schools who market negatively against competitor schools. It usually tells you more about them than the competitor school!

n the international circuit it’s also a complex and potentially difficult process, but at least in most cases you don’t have to decide between single sex and co-educational (boys and girls together), as most international schools are the latter. The decision-making process is further simplified if you’re looking for a particular national curriculum or national system of education. In Bratislava, as in most parts of the globe, the British and American systems are most prevalent, but many other systems are represented, as well as international options like the International Baccalaureate. You should of course try to gather as much information as you can, both from schools and from independent sources (such as websites like www.bratislavaexpats. freeforums.org).

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those schools who market negatively against competitor schools. It usually tells you more about them than the competitor school!

are the best testimony to a school’s success, which makes visiting a school and meeting them an important part of the process.

Hard data from education authorities and governments should also be treated with care. For example, in the UK all state schools and secondary independent (fee-paying schools) are listed each year in school league tables published in national newspapers. Each year the top ten is dominated by highly selective, and therefore highly academic, schools. Having taught for five years at Winchester Abbey School, arguably the most academic girl’s school in the UK’s independent sector, I can vouch for the outstanding levels of academic performance at such schools.

A school’s facilities can also be used to seduce prospective parents, and can be very influential in the decision-making process. However, it does not necessarily follow that a school with outstanding facilities is of high overall quality. Also, some cities are wealthier than others, so comparing city with city on a school facilities basis should be put in that context. Facilities are of course important, and many good international schools try to provide as much as possible. Most schools these days also have significant ICT infrastructure in terms of suites or laptops and interactive whiteboards. A word of caution is once again in order. Are these facilities used well? Do they support high quality teaching and learning? I strongly suggest you ask to see examples of student work in order to examine the sort of progress being made by pupils and supported by the facilities.

Personal recommendations are best of all. Most schools will be happy to put you in touch with current parents from your home country to give you an insider’s view of the school and its performance.

What is not measured by such tables, which are based solely on pupils’ exam results, is the value added by the school. What was the starting level of the pupils, and how does that compare with their final results? Many argue that this is a far better measure of a pupil’s progress, and indeed a school’s success.

But be aware that the hard data available to you may be misleading. Mark Twain was, I believe, correct in stating that we should be wary of “lies, damned lies and statistics”. Schools will always wish to portray themselves in the most favourable light and will make sure that any statistics they publish support this. Beware

Furthermore, these tables do not seek to measure a school’s all-round contribution to a child’s education, which is best seen in the atmosphere around the school, the general behaviour of the pupils and the variety of activities they enjoy. It is often (and I believe rightly) said that the pupils

There are other considerations apart from the school itself, such as the proximity of expat housing and facilities, and travel time from home and work. These issues cannot be ignored, but usually there is no shortage of high quality housing stock in the vicinity of the school.

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he single most important factor, I suggest, should be the quality of the people involved in the organisation. Over the years, when potential parents have put me on the spot and asked me to tell them why they should choose my school, my answer has always been staff, staff and, in the final analysis, staff. To be successful, a school has to have high quality professionals across the age range and the subject areas, dedicated to the task of bringing out the best in the children in their care. The best staff do not focus purely on exam results, despite their obvious importance. They also concern themselves with their pupils’ allround development. Most successful people are able to communicate and interact successfully with others. Interpersonal skills such as polite conversation, good behaviour and social graces and understanding and appreciating other people and cultures are therefore all-important attributes. The staff create the right environment, and are role models with a hugely important role in inspiring and developing children in many different ways. Good staff cater for each child’s individual needs and understand how best to motivate and support the children in their care, thus bringing out the best in them. A great deal can be learned about a school through careful research and analysis of data, but to make an informed choice a visit is vital. Your reaction to what you see, hear and feel

Wendy Ellis

when you visit should determine your final decision. You will be introduced to lots of people, hopefully including the principal or the heads of school. Ask lots of questions, and make sure you get full and convincing answers on issues that are important to you and your family. During your visit, also ask yourself some questions. Would you be happy to entrust your children’s education and wellbeing to the people you meet? What is the atmosphere like? Is it purposeful? Are pupils and staff respectful of each other and communicating well? Are the pupils happy? Would you be pleased if your children conducted themselves in the same fashion? Ultimately it will come down to your gut reaction. Does the school feel right to you? And, if your children are mature enough to be involved in the decision, does it feel right to them? If the answer to these questions is yes, and the school provides the right curriculum in your language of choice, you have probably found the right school. However, if there are a number of things you immediately take against or that conflict with your own core values, then I strongly advise you to keep looking.

Kevin Foyle

The staff create the right environment, and are role models with a hugely important role in inspiring and developing children in many different ways

Choosing the right school is not an exact science, but with a little background work, some searching questions and a thorough visit, you can look forward to enjoying a happy and productive partnership with your children’s new school. §

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The British International School Bratislava

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nord anglia education Helping children be the best that they can be By Deborah Eyre Education Director Nord Anglia Education

hen we look back on our own schooling, we all have some kind of reaction to it. For some of us they really were the best years of our life, while for others they lie more in the category of ‘best forgotten’. Either way, it was without doubt a very formative period and made a contribution to shaping us into who we are. I think it’s because we’ve all experienced schooling ourselves that as parents we’re so keen to make sure that our own children have the very best education we can provide. Of course, what we think of as ‘best’ may vary from family to family, but the research evidence on this topic suggests that certain factors are important for almost all parents. In short, most families want their child to be happy in school; they want them to make good academic progress; they want the school to show concern for their child as an individual; they want the school to inspire their child and prepare them well for their future life. Or to put it another way, they want schools to help their child be the best they can be.

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The English International School Prague

EDUCATION

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The lesson of the last century must be that, for individuals, education matters more than ever before in history

“The lesson of the last century must be that, for individuals, [education] matters more than ever before in history. And not just any education: the right qualifications, in the right subjects, from the right institutions, are of ever-growing importance.”

... who will win places in world-class universities and make a leading contribution

future leaders

advanced learners

So as parents we want to see our children do well and succeed, but not lose the right to a childhood and all the pleasure and innocence that brings. We want them to have a good education but also thrive as individuals, whatever their talents and interests. Of course, there is a significant difference between education now and education as it was when I went to school, or even when my adult children went to school. In practical terms IT plays a much bigger role and access to information is easier and more plentiful. This means that the ability to

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review and evaluate information is just as important as being able to learn new knowledge. So how we learn in school has developed and changed as much as what we teach. Having said that, not everything is different; much knowledge is enduring, and while Science and Geography may have changed significantly and ICT is one of the newer subjects, in English, Maths, Music and PE content remains more recognisable. So the kind of schooling we seek to provide in Nord Anglia schools is both premium and contemporary. It is in line with modern educational thinking and requirements, yet at the same time values the traditional ideals of good education through the ages. Placing the individual child at the centre We focus on placing the child at the very centre of our thinking and constructing schooling that works for them as an individual. We try to guide each child to achieve success in terms of confidence, educational achievement and creative thinking. In the modern world, a typical profile for a successful learner includes not only knowledge to be understood and skills to be learned, but also the learner behaviours that we seek to engender. So when we try to capture what we’re working towards, we encapsulate our thinking in ways such as those below:

... who are responsible and confident, improving things around them

entrepreneurs

oing well in educational terms can bring considerable benefits. It has been associated with benefits in later life in terms of contentment, earnings and health. For example, it has been found that over a working life, the average university graduate earns around 23 percent more than someone who stops after school. At the same time, education has become more competitive, with the annual battle to obtain places in leading international universities becoming increasingly demanding as more and more young people obtain the required examination results. As Professor Alison Woolf of King’s College London so eloquently puts it:

... who are creative, innovative and well placed to enjoy future success

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The Nord Anglia Global Classroom One advantage for students of being in a Nord Anglia school is that they have access to our Global Classroom as well as the usual classrooms in their school. Our presence around the world gives us a unique opportunity to extend teaching and learning beyond the school day and outside the countries where our students study. In the Global Classroom, through a series of creative and innovative activities, students from across the Nord Anglia Education family of schools can collaborate with their peers and work alongside industry experts and educational specialists. The focus is an online learning community which extends and enriches the educational experience through discussion and debate, supplemented with a series of face to face initiatives such as Model United Nations. Typical activities might be the creation of a school mural in conjunction with the art company Edge of Arabia, or participation in an online book group where students can chat to their peers across the world and debate literary themes with a leading academic.

Good education requires good teachers Education research suggests that the single most important factor in creating good schools is having good teachers. We are fortunate in having excellent teachers in our schools, and we work hard to make their life as professionally rewarding as we can. Nord Anglia University offers a range of opportunities for learning and professional development to all Nord Anglia Education people in schools. The university works through a set of faculties, covering areas such as Leadership and Management, Curriculum and Assessment and Education Studies. Thereâ&#x20AC;&#x2122;s also a Global Staffroom, linking our network of education professionals to share resources, discuss best practice and keep up to date with topical education issues. We are also blessed with some truly outstanding school principals who provide professional leadership and vision for their schools, and offer support across the family of schools.

The British International School Bratislava

Our family of schools Nord Anglia Education is fortunate in having an ever-growing family of schools in Europe, Asia and the Middle East. Over 55 languages are spoken in our schools, and each school welcomes children of any nationality. We actively applaud the opportunities that an international context can bring. As with any real-life family, the individuals within our family of schools differ from each other. In our case we have differences in location, size, curriculum and of course students. In Switzerland our schools use French as the language of instruction, while our largest school, in Beijing, uses the UK A-level syllabus. We celebrate these differences and look to learn from each other and continuously improve what we offer. But then again, we are a family and each school can look to the others for support and encouragement. Schools are never completely alone, and are always being challenged as well as supported by others in the family. Being a larger family can have advantages for students and can also be helpful in attracting high-quality teaching staff.

The British International School Abu Dhabi

Education research suggests that the single most important factor in creating good schools is having good teachers

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The British International School Shanghai

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The British School Warsaw

A warm welcome for parents Finally, we recognise the importance of parents in a child’s education and welcome them in our schools. Did you know that the UK Department for Education found that, especially in the early years, parental involvement has a significant impact on children’s cognitive development and literacy and number skills? In a recent study in England (see main findings below), 72 percent of parents said that they wanted more involvement. Parents are certainly welcome to be involved in our schools, and we value their opinions. • Parental involvement in a child’s schooling for a child between the ages of 7 and 16 is a more powerful force than family background, size of family and level of parental education. • Parental involvement has a significant effect on pupil achievement throughout the years of schooling. • Educational failure is increased by lack of parental interest in schooling. • In particular, a father’s interest in a child’s schooling is strongly linked to educational outcomes for the child. • Most parents believe that the responsibility for their child’s education is shared between parents and the school. • Many parents want to be involved in their children’s education.

Professor Deborah Eyre

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Ten classic books for teenage boys

2 1 4 3

By Mark Angus

Rogue Male (1939) Geoffrey Household

Our Man in Havana (1958) Graham Greene

The archetypal Greene work, the novel is set in Cuba prior to Castro coming to power. James Wormold, a vacuum cleaner salesman, is enlisted by the British secret service and agrees to ‘spy’ for them in order to cover his teenage daughter’s very expensive tastes. However, Wormold’s spying is at first entirely imaginary, but his life begins to unravel when his fantasy world and the real world begin to coincide.

A British sportsman attempts to assassinate Hitler in his rural retreat. However, he is captured and tortured although he finally manages to escape. He then finds himself on the run from a mysterious figure and the two engage in a riveting and deadly game of hide and seek (the scenes in the London Underground are a particular highlight). Part military survival manual, part thriller, part old-fashioned heroic tale, the pace is gripping, the descriptions of the protagonist’s plans and tactics for survival are compelling and right triumphs at the end. A boy can ask for no more.

A classic work for boys in terms of its subject matter, but more importantly Greene’s direct yet poetic prose style has turned many a sceptic into an enthusiastic reader.

Right Ho, Jeeves (1934) PG Wodehouse

The 39 Steps (1915) John Buchan

Prior to the outbreak of World War I, Richard Hannay has returned to London from Rhodesia (Zimbabwe) when a mysterious man calls upon him and desperately seeks his help to stop a group of German spies known as the Black Stone. However, when the man is murdered in Hannay’s flat he is the prime suspect, and when he decides to try and solve the mystery he is forced to go on the run.

A complicated and twisting plot, treachery, betrayal and some good old-fashioned murder and mayhem make this the father of all ‘man on the run’ novels and films. This, combined with the glimpse back in time to a world that no longer exists, makes it a vital and necessary part of every young man’s education.

Bertie Wooster finds himself in one of his usual scrapes: trying to reunite his friend Tuppy Glossop with his estranged fiancée Angela, avoiding getting married to the soppy Madeline Bassett and trying to stay on his Aunt Dahlia’s good side so that she doesn’t ban him from eating any more of her peerless chef Anatole’s (“God’s gift to the gastric juices”) sumptuous dinners. Thankfully, at Bertie’s side throughout is the inimitable Jeeves, his gentleman’s personal gentleman, who is always there to ensure that he avoids the ultimate peril. A classic set piece is the laugh-out-loud scene in which Bertie’s friend Gussie Fink-Nottle drunkenly presents the prizes at Market Snodsbury Grammar School, which once read will be never be forgotten. Quite simply, this is the funniest, most well-written, warmly generous book in twentieth-century English literature. Life would be unbearable without it.

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5 7 8 Lucky Jim (1954) Kingsley Amis

The eponymous hero Jim Dixon is a Medieval History lecturer at a provincial university in the north of England. Despite the ironic title, nothing quite seems to work out for Jim and he struggles to find a place in the world, a world from which he feels increasingly isolated. In this great ‘outsider’ novel, Amis captures the anger and frustration of a young man who sees his way thwarted by those with better connections but far less talent. A must-read novel both for its delicious humour and its fascinating evocation of a grim, grey post-war England.

All Quiet on the Western Front (1928) Erich-Maria Remarque

Paul Bäumer joins the German army at the beginning of the First World War. He arrives at the Western Front with a diverse group of friends whose fates intertwine. The book focuses not so much on warfare and fighting, but rather the horrendous conditions in which Paul and his comrades find themselves living year after year.

The book is always a favourite amongst boys for its toilet humour, scenes of mayhem and schoolboy pranks that all take place against a backdrop of terrible doom and danger. The last chapter of the book, a single paragraph from which the title is taken, is painfully moving and only serves to highlight the senselessness of conflict.

Of Mice and Men (1937) John Steinbeck

One of the first credit crunch novels. George and Lennie, two itinerant workers in California during the Great Depression, land casual jobs on a ranch, hoping to “work up a stake” and buy a place of their own. However Lennie, who despite his immense physical presence has the mind of a child, accidentally brings tragedy and misfortune down upon the two friends’ heads. A road novel, an astute piece of social analysis, a brilliant study in character and dialogue – all of this and more can be said about this masterpiece. Popular with boys, initially at least because it’s short (I am sorry parents, but it’s true – this matters a lot!), the story soon engulfs all but the most unwilling reader. You’d have to be made of stone not to be moved to tears by the book’s concluding moments.

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6 10 9 The Red Badge of Courage (1895) Stephen Crane

The novel is set during the American Civil War and has as its hero Henry Fleming, a private in the Union Army. Much of the book revolves around Henry’s questioning of his own (untested) courage: how will he react in the face of the enemy? In several graphic yet honest depictions of conflict, Henry discovers more about himself than he cared to know. A truly great war novel in which Crane is interested in exploring concepts of valour, duty and loyalty, but from a surprisingly modern standpoint given the time in which the book was written. It is also extremely interesting to read in the light of what society was to learn about the nature of warfare only twenty years later.

The Diary of a Nobody (1888-89) George Grossmith (illustrated by Weedon Grossmith)

Animal Farm (1945) George Orwell

The animals on Manor Farm rebel and overthrow the farmer. They then assume control of the farm themselves. The novel (invitingly short!) details the trials and tribulations of the animals as they fight to control their own destiny amid attempts to destroy their solidarity both from without and within.

Orwell’s classic parable of the rise and fall of the Soviet Union is flawless. The writing has a directness that is unparalleled and this, combined with his restless and ruthless search for truth behind ideology, makes this the greatest political novel ever written. However, it is far from a polemic and there are moments of real human (animal?) tragedy that would move even the most dialectically detached Marxist!

This hilarious pseudo-diary first appeared in Punch magazine in 1888-89. Mr Charles Pooter is a social climbing, irredeemably snobby clerk in the City and his diary details his everyday life as well as significant social occasions. Mr Pooter’s pretension and lack of selfawareness provide the richest vein of humour, but he is still a lovable figure and perhaps one of the finest examples of the inconsequential suburban hero.

This book, helped in no small measure by charming illustrations, cannot help but delight. It serves as a fascinating social document in the way that it lays bare lower-middle-class life in the Victorian age, but is also startlingly modern at times, especially in the depiction of the strained relationship between Pooter and his son Lupin, which is stunningly contemporary in the way it dissects the generation gap and the despair a father feels at seeing his son’s potential go to waste. This is undoubtedly one of the most enjoyable books you will ever read.

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SHELTER FROM THE STORM OFFSHORE INVESTING AND THE ADVANTAGES OF EXPATRIATE LIVING By Wade Dawson Senior Partner Austen Morris Associates

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hy do you live overseas?” All of us have been asked this question by friends and family at one time or another. We all have our own motivations for living and working abroad. A common reason for being an expatriate is that living overseas can provide major financial advantages, and be personally enriching and professionally rewarding. Most expats have a higher overall savings rate of discretionary income than they would if they were working in their home country. This benefit adds up to another tremendous advantage – the opportunity to invest your money offshore.

It seems like there has been a lot written about this topic lately. I want to try to shed some light on offshore investing and independent financial advisory firms. An offshore investment, by definition, is an investment located in a tax-free jurisdiction. Offshore jurisdictions, or tax havens, by their very nature are exempt from tax and incur no tax liability. There are about 40 tax havens, including the Bahamas, the Isle of Man, the British Virgin Islands, Bermuda and Guernsey, to name just a few. These tax havens have legal and banking systems derived from Western countries. Each jurisdiction varies in regulatory barriers, levels of confidentiality and investor protection. The most popular jurisdictions guard their reputations closely and compete for capital and international prestige. As IFAs (Independent Financial Advisors) who are promoting these investments, we of course have no stake in steering you toward – or away from – any particular investment product. We

all earn our living serving the client and no one else. Obviously, if we do not find the right type of investment vehicle or product, we are not compensated. Some people assume their money is much safer onshore than offshore. This is actually a misconception. Certain offshore jurisdictions offer a high degree of capital protection. For example, the Isle of Man offers protective legislation insuring up to 90 percent of the investor’s money, with no upper limit. This banking legislation was put in place to guard against the unlikely event that a company located on the Isle of Man not be able to meet its obligations to its individual investors. The reputation and overall financial strength of the companies located in these jurisdictions provide financial security as well. Clearly, prominent offshore jurisdictions provide comprehensive banking protection.

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WHY OFFSHORE? In today’s 24-hour interconnected global market, there are no borders in the investment arena. Onshore and offshore investments offer similar investment instruments: mutual funds, stocks, bonds, hedge funds and other fixed interest securities. Onshore and offshore investments offer the same access to global markets, but offshore investments allow for the retention of a much higher level of investment earnings, since no capital gains tax is deducted. Tax avoidance is not the only reason investors go offshore. Individuals are also motivated by the historical high performance yields (before taking into account taxes), privacy and protection that the offshore world provides. Capital gains taxes are country-specific, and tax liabilities on investments differ drastically from country to country, so make sure you understand the tax advantages that are available to you.

In today’s 24-hour interconnected global market, there are no borders in the investment arena

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OFFSHORE INVESTMENT OPTIONS

Whether you’re a beginning investor with a tight budget (USD1,000 to invest) or an experienced investor with a major lump sum (USD200,000 to invest), there’s an investment option offshore that might suit your financial needs. For the beginner, the best place to invest

Wade Dawson

is in the mutual fund market. Mutual funds have positions in multiple companies, thus instant diversification is achieved. As a novice investor, you should concentrate on building your portfolio through a blend of mutual funds in various geographical areas, asset classes and industry sectors. For the more seasoned investor, a portfolio with a diversified asset allocation is essential. The sophisticated investor might also be in need of additional diversification away from the traditional equity markets. An ideal portfolio might include blue-chip and small-cap stocks in developed and developing countries, emerging market-themed mutual funds, bonds or other fixed income products and some exposure to alternative investments such as hedge funds, futures or forex.

investing requires a good plan, just like any successful business venture. Good financial planning is essential for your retirement, your children’s educational costs and your overall pursuit of building capital. Whatever your financial circumstances, are as an expatriate you should consider the benefits of offshore investment. Austen Morris Associates’ expertise in financial planning, investment strategy and investment management allows us to match our clients’ needs, their investment goals and their risk tolerance with a portfolio that’s right for them. We would be happy to offer you a free confidential consultation and explain in more detail the investment opportunities offshore and the services we can provide. §

SOUND FINANCIAL PLANNING “Even if you sock away 20% of every paycheck your entire adult life, you will only have enough to live on for about eight years, unless you get some growth.” – Andrew Tobias, award-winning author on personal finance Whether you’re young or old, a beginner or a veteran, successful investing requires discipline. The more you can save and invest today, the better off you’ll be in the future. Personal

Wade Dawson is a Senior Partner of Austen Morris Associates, lives in Shanghai and helps people all across the globe with their savings and investments. Austen Morris Associates (www.austenmorris.com) is a Wholly Foreign Owned Enterprise. If you’d like to discuss savings and various investment opportunities with Wade Dawson, feel free to contact him at wade.d@ austenmorris.com.

ade Dawson has worked as a China-based financial adviser for the past ten years, helping individuals and families achieve their financial goals. He is a Senior Partner at Austen Morris Associates and lives in Shanghai with his wife and two children. As a result of his insights, he has served as a Senior Partner seminar speaker, given numerous interviews and written articles for multiple Austen Morris Associates publications on a range of financial planning topics. He is dedicated to providing high-quality advice and creating integrated wealth management solutions that simplify his clients’ lives. Wade recognises that there is no one-size-fits-all approach to private wealth management and thus designs investment advice that is unique to each individual client. He and his team aim to achieve returns and service that exceed the client’s expectations. His mission is to help clients reach their financial targets through a personal relationship that is cemented by knowledgeable investment advice.

diversification

“In today’s 24-hour interconnected global market there are no borders in the investment arena.”

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risk

reward

- Wade Dawson, Senior Partner

Wade Dawson Senior Partner Financial Planning & Wealth Management wade.d@austenmorris.com M. 86 1360 127 3265

AUSTEN MORRIS ASSOCIATES www.austenmorris.com

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Taking the

plunge The Challenges and rewards for expat children living abroad

By Zsuzsana Blau, Communication Manager Move One Relocations

tâ&#x20AC;&#x2122;s normal for expat parents to worry about the impact that living abroad may have on their children, and to be concerned about how their children will adapt to the new environment, culture and routine. Leaving their friends and old life behind can make parents wonder if moving was the right decision for their family.

Itâ&#x20AC;&#x2122;s widely believed that children are easy to travel with, as they adjust more quickly than adults. Some also believe that, for children, moving abroad means excitement, exploration and an opportunity to learn. We all tend to think that adjustment for a child in a foreign country is something that happens without major problems, simply because theyâ&#x20AC;&#x2122;re children.

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his may not always be the case. Just as for adults, unfamiliar situations, feelings of uncertainty and inability to communicate can be frustrating for children. New environments aren’t always friendly from a child’s perspective, as making new friends may take time, patience and learning. Furthermore, parents are not always aware of their children’s feelings, as they’re going through an adjustment process of their own – trying to do their best at the new job, getting along with new colleagues, settling into a new home, etc. Children may be very confused and anxious about the different culture, habits and patterns of behaviour in school, at their friends’ houses or on the street. The language barrier may exacerbate their anxiety. All this can leave expat children feeling sad and scared, nostalgic for distant friends, family and familiar surroundings, and with displaced feelings of anger.

a foreign language in a way few people ever do. Some expat children attend classes and some learn the language just by playing with kids from the neighbourhood or watching local TV. In any case, children learn new languages surprisingly fast, and any expat child is likely to become bilingual or even multilingual. Such knowledge is truly a treasure and a child can only benefit from it.

Education Studies have shown that 81 percent of people who grow up abroad earn at least a bachelor’s degree, and half of them go on to get a master’s degree or a doctorate. A study conducted in the US identified these “adult third-culture kids” as significantly more academically successful than average.

Family bond

While these concerns should not simply be dismissed, keep in mind that living abroad can be enormously beneficial for your children. Not only does it provide them with an opportunity to learn how to adapt, but it will also create a great foundation for their future in many ways.

As a child is learning how to adapt to new surroundings and meeting new friends, parental and sibling support is essential. This is a time for a family to stick together, and this can have a very positive effect on family bonding. Many expats claim that living abroad improved their family life and reinforced the family members’ connection.

Here are some of the key benefits:

Problem solving

Integration

Expat children are very likely to become excellent problem solvers, as they have to face so many changes regularly. Adapting to a new school, new friends, new house, new language and completely new culture makes a child think of new ways to communicate and behave. Situations in which children cannot simply say, “I don’t like my new school” or “I hate this neighbourhood” will make them think: “What can I do to get accepted in a new school?” or “How can I approach my neighbour to make friends with him?” And before you know it, they learn how to solve the problem. Or become exponentially more devious.

Most people don’t have to adapt to unfamiliar surroundings until they reach the age of 18 and leave home to go to university. Some don’t even have to then, if they decide to study in their hometown. Either way, at some point we all find ourselves in a situation where we have to integrate into a new community. Being able to integrate into a new culture and society from an early age gives expat children a great advantage in many later-life situations. Learning to communicate with different people and to adjust to different environments increases a child’s communication skills, knowledge, adaptability and self-confidence.

Getting to understand the world From the comfort of our homes, we can do our best to empathise with the difficulties faced by people living in less developed countries. We can even try to help by donating or raising awareness. But it’s through actually living in a different country that we learn to truly appreciate the differences in quality of life. For a child, this experience develops their sense of the world around them. It increases awareness of why recycling is important, or why wasting food is bad, all the while developing their empathy and willingness to do more.

New experiences, every day For expat children, childhood never seems to end. There are constantly new things to explore, stoking an unending sense of wonder. Children living abroad learn all the time, from new friends, new tastes, new places and new cultures.

Languages Living abroad gives a child the chance to learn

Studies have shown that 81 percent of people who grow up abroad earn at least a bachelor’s degree, and half of them go on to get a master’s degree or a doctorate

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New things are good

Life constantly changes us, whether we like it or not. An expat child learns that new things are probably good and exciting, and that a challenge isn’t something to be avoided. Changes for them are positive and desirable. Children living abroad often develop positive approaches to unpredicted changes in life. If managed properly, moving abroad with children is the opportunity of a lifetime for a family, not a disadvantage.

Granted, parenting in a foreign country can be much more demanding than at home, where everything is familiar with an established support system. However, it can also be a wonderful experience. By exposing children to other cultures, expat parents can raise global citizens who are aware of the wider world and respect and value diversity. §

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Third Culture kids Megan Little shares her experience growing up abroad By Megan Little

he business of relocation is all about handling people who find themselves in a foreign country and a different culture. Many assignees are families, and with that comes a lot of worry about how children will adjust to the move and the new surroundings. This worry can be extremely stressful for parents and children, causing the whole move to become very difficult. For the relocation industry, itâ&#x20AC;&#x2122;s vital that this worry is understood and addressed throughout the move, to ensure a successful transfer of the assignee to their new environment.

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Growing up abroad gives kids a greater understanding of other cultures, as they have the chance to come into contact with children from all over the world in school

hen a child is moved from one culture to the next, they instantly begin forming their own ‘third’ culture to incorporate all the new and the old that they come into contact with, making them third culture kids (TCKs). A third culture child is someone who has grown up in a culture not their own. They feel that they can no longer completely assimilate with their home culture, and as they are foreign cannot completely assimilate with their host culture. How each child handles this cultural jumble depends of course on personality, duration of stay, age, parental attitude and other factors. Growing up abroad gives kids a greater understanding of other cultures, as they have the chance to come into contact with children from all over the world in school. Their friends are from various countries, opening their eyes to different cultures. They become more aware of the fact that there are different foods, smells, tastes, ways of celebrating and so on. This gives them a flexibility and sensitivity that can be more difficult to obtain living in their home country. Learning and hearing foreign languages is also an important factor in the cultural growth of TCKs. The hope of many parents is that their children will learn one or even more languages while abroad. This may not happen

automatically though, and It’s very important for parents to ensure that there’s some aspect of their child’s life that is submerged in the language they should learn – be that extra language lessons, a special activity or even just spending time with a maid or nanny who doesn’t speak the child’s native tongue. The flip-side to being culturally aware and flexible is a sense of lacking cultural roots. Ideally, children will feel they have stability of where they come from and what they stand for. This generally comes from family rather than culture. Wherever their family is – this is home and they know what social and cultural rules apply. It’s important to have consistency in the home environment, not only in terms of rituals but also in terms of rules and values. In fact, returning home can sometimes be a problem, revealing a gap in knowledge of TV shows, commercials and other cultural touchstones; and children’s peers in their home country may not understand their experiences. Reverse culture shock does exist, and every child deals with it differently. Some may see their return home as yet another adventure. Going to school in a foreign country puts great emphasis on social skills and also builds empathy. At any international school around

the world, every student has been the new kid at one time or another. TCKs tend to have a sense of openness and confidence in handling new situations, simply because they have to! During school they inevitably say many goodbyes to good friends; they have to make new friends continuously. This can of course lead to having many good friends all over the world, but can also create a situation where a protective mechanism is built up and out of sight is out of mind, leaving the TCK with few friends from a specific period in their life. Do the advantages of being a TCK outweigh the disadvantages? TCKs will always be different; they will always have a different way of perceiving the world and a unique understanding of the challenges of a multicultural environment. In the modern world these are key skills. There are plenty of resources to help you better understand your third culture kid. Two websites that might provide you with more insight are www.tckworld.com and www.tckid.com. Whatever you do as a parent, tell your child that their life will be different, that the lessons they learn along the way as a TCK will be valuable tools in their adult life and that, most importantly, they are not alone. §

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DECADENT

DELIGHTS

A brief guide to Slovakia’s culinary highlights Courtesy of the Slovak Spectator

lovakia, unlike France or Italy, may not be on the list of top destinations for those who take pleasure in gastro-tourism. Nevertheless, Slovak cuisine, in which sheep-breeding traditions combine with tastes typical of Hungary or Austria, has a surprising amount to offer – particularly if you enjoy meat. More than just dumplings When asked what the most typical Slovak food is, every Slovak will immediately say bryndzove halusky. The gnocchi-like dumplings made of potato dough served with bryndza, a traditional, strong-tasting Slovak sheep cheese, originate in the mountainous regions of northern and central Slovakia. They’re served in practically every restaurant that offers local cuisine, usually seasoned with fried bacon or fried onions. An alternative, better known in several varieties as a Polish traditional dish, is bryndzove pirohy, ravioli-like pasta with a filling made of bryndza and potatoes. In western Slovakia, they have their own regional speciality: roasted goose accompanied by red cabbage and lokse, a kind of dry potato pancake (resembling a tortilla) smeared with goose fat (which is believed to be very healthy). Lokse can also be served as a main dish, filled with goose paté, or as a dessert, filled with poppyseed and jam. Goose as a regional specialty is a tradition shared with Slovakia’s southern neighbour, Hungary, as is that of eating goulash, or gulas in Slovak. Typically eaten with knedl’a, a kind of sliced, boiled and steamed dumpling, gulas takes several forms: traditional, spicy mad’arsky (Hungarian, with beef); segedinsky (creamy, with sour cabbage and pork); or pol’ovnicky (with deer meat). Apart from these, there is also kotlikovy gulas, which is more like goulash soup, served with bread. Soups – polievky – generally cannot be absent from a Slovak table. The most frequently served soups are chicken bouillon (slepaci vyvar), tomato (paradajkova), vegetable (zeleninova) and various cream soups. Faithful to the Austrian tradition, Slovaks are very keen on fried Wienerschnitzel (vyprazany rezen), which is a regular Sunday or festive lunch for many. It usually comes either with mayonnaise potato salad or with boiled potatoes and pickles.

Grilled pork knuckle, or grilovane koleno, served with bread, pickled hot pepper known as barani roh in Slovak, horseradish and mustard, has recently become a very popular food in Slovak restaurants and grill bars too. Vegetarians might find it rather harder to enjoy Slovak cuisine. The most likely dish on offer is vyprazany syr, or fried cheese, a typical central European dish served with French fries and tartar sauce. Another specialty hard to find elsewhere is treska, a mayonnaise-fish salad available in salad bars or supermarkets.

Beer or Kofola? The tradition of wine drinking is not new to Slovaks, especially in the southern part of the country where vineyards constitute a significant part of the cultivated land. And although the tradition of wine tasting has become more popular only recently, there are places, especially along the Small Carpathian Wine Route, where it is possible to sip the local vintages. The most popular drink in pubs, however, is beer, or pivo. The most popular Slovak brands include Zlaty Bazant, Corgon and Saris, but Czech beers too can normally be found among the selection at pubs. You can order a small beer (0.3 litres) or a big one (0.5 litres). The majority of Slovak pubs offer not only draught beer, but also draught Kofola, a cola-based soft drink which was developed as an alternative to Western competitors in the 1960s. Slovaks and Czechs like to call it the best product of the Cold War. Another soft drink is Vinea, made from grape juice and available in white and red varieties. Pubs in Slovakia usually offer an interesting selection of small snacks that go well with beer (and encourage further consumption thereof). An evening in a pub offers a chance to taste traditional Slovak cheese too, such as traditional korbaciky, which are little whips made of spaghetti-shaped cheese, courtesy

Slovakia’s most traditional of foods - bryndzove halusky of the Orava region. Korbaciky can be found in two versions – natural and smoked. Slovak pubs have also adopted the traditional Czech beer snack, a pickled camembert-style cheese called nakladany hermelin. If you’re not much of a cheese lover, you can go for pagac, a salty pastry made with pork fat and crackling.

Sweet tooth? No problem Central European countries take pride in their tradition of sweet dishes, often served not only as desserts but also as main dishes. That’s the case with slivkove gule, dumplings filled with plums seasoned with poppyseed or minced walnuts, but also crepes (palacinky). Apart from that, Slovaks and Czechs share the tradition of buchty (buns), both baked and steamed, and zavin (turnovers). Poppyseed is a typical seasoning or filling for these. The traditional desserts include Austrian strudel (strudl’a), but in Bratislava there’s also the regional specialty bratislavske rozky, a fine, crescent-shaped pastry with a poppyseed or walnut filling and a glossy surface, which recently received recognition under the EU’s protected geographical status scheme. Central European cities, from Vienna to Bratislava to Warsaw, are the places to go for those who like creamy cakes and cookies, served to accompany afternoon coffee. §

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Slovak news you can trust

...all about Slovakia, all in English e c n i s 1995

A complete guide to the Slovak labour market for both employers and employees

A manual for expats and companies wanting to buy or lease real estate in Slovakia

Almost 200 pages of insider information for travellers, beautiful colour photos and much more

A comprehensive guide for those who plan to invest or establish a business in Slovakia

www.spectator.sk

Information and contact details for over 1,000 of the most important firms in Slovakia

Panta Rhei

A bookshop where you can relax

Visit the chain of Panta Rhei bookshops offering a wide range of books of various genres as well as books in English, including DVDs and CDs. Take a breather at our Café Dias shops and enjoy coffee from around the world, or a tasty cake. The paints, special materials and painting tools offered in the DaVinci workshops won’t just be enjoyed by the children! www.pantarhei.sk

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Banská Bystrica•Bratislava•Dunajská Streda•Komárno•Košice•Martin•Michalovce•Nitra Nové Zámky•Piešťany•Prešov•Prievidza•Senec•Šamorín•Trenčín•Trnava•Žilina 15.6.2011 12:51:36

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The inteRnational womenâ&#x20AC;&#x2122;s club of bratislava An Introduction

he International Womenâ&#x20AC;&#x2122;s Club of Bratislava (IWCB) is an organisation of English-speaking women from around the world who reside in Slovakia. Established in 1991 by a handful of enthusiastic foreign and local women, today the IWCB is a vibrant community with 150 members from 35 different countries, including many Slovak women.

21st Christmas BAZAAR

Sunday, 20th November 2011

100 95 75

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100 95

INTERNATIONAL WOMEN’S CLUB OF BRATISLAVA

meet the world

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he IWCB is a non-profit, non-commercial, non-political, non-religious organisation, welcoming women of all ages and nationalities, whether married or single, professional or homemaker. The organisation is also a member of the Open Door network of international women’s associations worldwide. Since 2006, through the award of an Honorary Membership, the IWCB has recognised outstanding women in Slovak society whose public presence supports the aims of the club. This year the Certificate of Honour was granted to Slovak Prime Minister Ms Iveta Radicova; Slovak First Lady Mrs Silvia Gasparovicova; and wife of the Slovak Minister of Foreign Affairs Mrs Eva Dzurindova. Our primary goal is to promote friendship among women, support cultural activities, provide opportunities for greater appreciation of different cultures and foster a better understanding of Slovak culture and society. We also provide financial assistance to selected charity groups in Slovakia, and encourage our members to engage in charitable activities.

Fundraising To raise money, the club regularly organises fundraising activities, the biggest one being the annual Christmas Bazaar. Women from all over the world join together to create a unique international atmosphere and generous sponsors support the IWCB with financial donations and gifts for the lottery. Since its inception 20 years ago, the Christmas Bazaar has become the largest and most visible event of the expat and diplomatic community in Slovakia. Approximately 4,000 visitors attend the Bazaar each year, and with the help of more than 30 embassies in Bratislava, as well as numerous national and international companies, the event has raised over 240,000 Euros over the past three years. With this money the IWCB supports various charitable causes in Slovakia, including orphanages, homes for mentally and/or physically challenged people, schools, hospitals, nursing homes and a variety of other organisations. Applications for aid are thoroughly vetted by our Charity Committee and the organisations asking for help are personally visited by committee members to ensure that the money we give is spent wisely and reaches the people in need.

What do we offer? If you’re new in Bratislava and need help settling in, if you’re seeking some useful tips about your new home town or if you want to make friends and meet women with similar interests, the IWCB is just the right place for you. We organise numerous activities, events, special interest groups and volunteer opportunities throughout the year, thus providing an environment to become active and get acquainted with other internationally-minded women. Club members meet every Tuesday (except in July and August) from 10am to 12pm at Fresh! Restaurant in the Crowne Plaza Hotel.

An atmosphere of friendliness, goodwill and helpful information is a priority at our Coffee Mornings. Mums with small children (0-6 years old) can join the Mum & Me group, which meets in a child-friendly play zone on a weekly basis. This is an excellent way to get involved with the club and to find playmates for your children at the same time. Lots of cheerful conversation happens during our Monthly Lunches at local restaurants. We sample a wide variety of menus, ambiance and locations. There is also a variety of Interest Groups available to our members. These groups are run by members for members on a voluntary basis and offer an opportunity to meet new friends while learning something new or honing old skills. Whether you want to keep yourself fit and practise sports (golf, tennis, beach volleyball), play bridge or mah-jong, improve your language skills (Slovak, Russian, German, Italian, English), develop your artistic talents or be part of a book club, there are a lot of choices for everyone. You can also choose to join one of the teams active in charitable efforts or in organising events such as the Christmas Bazaar, Summer Party or social events for members and their partners, picnics and fun-filled afternoons for families and friends. Additionally, members of the IWCB can enjoy regular cultural tours, wine tastings, cooking demonstrations, presentations, workshops, shopping trips and much more. Our monthly newsletter and announcements at the weekly Coffee Mornings keep all members informed about upcoming events and opportunities.

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Testimonials of IWCB members: “We arrived in Slovakia more than one year ago. I found out about the club from my friends and am very happy to be a member. There’s always lots happening and I can meet and make friends with women who are in the same situation.” Frida from Sweden “I expected an international atmosphere, open-minded, friendly and tolerant people with different cultures, customs and traditions, and my expectations were met. The IWCB offers an interesting and diversified programme every month so that everyone can surely find something – an interest group, workshop, cultural event, excursion and not to forget – nice places and delicious food during our Lunches of the Month. And there is also an excellent monthly newsletter that informs very efficiently about all the activities.” Kerstin from Germany, in Slovakia for three years “My husband’s work brought me and my family to Slovakia nine years ago. I learned about the club from another member and joined in order to make friends and better understand the country. IWCB is a great source of expat knowledge and wisdom about the local ways.” Diana from Italy “I found the IWCB through Internet search and became a member to meet people with similar interests and because I read they had a photography group there. I also like to support the club’s charity activities and to attend some of the monthly events, especially of a cultural type. IWC here in Bratislava is the only international network and a good place to get information about life here.” Birgitte from Denmark, in Slovakia for three years For further information on IWCB activities and membership, please visit our website www.iwc.sk or contact us at iwc@iwc.sk or membership@iwc.sk. You can also find us on Facebook under ‘IWCB’.

IWCB calligraphy workshop

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HEALTH

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Expat stress and quality mental health care Getting it right the first time Dr Maurice Preter, MD Consultant Neurologist & Psychiatrist Global HealthCare

hile reliable data are unavailable, stress disability rates in all developed economies have been growing and mental health problems are the leading cause of prolonged disability in people with real physical illness.

Expats are no exception here. Overall success or failure of an assignment, work productivity, medical care utilisation and most importantly personal relationships are all strongly affected by anxiety, depression and substance use disorders. Even in the best-case scenario, the effects on your family of being uprooted, often with little control over the circumstances, can be substantial. Letâ&#x20AC;&#x2122;s face it: being an expat may affect your and your familyâ&#x20AC;&#x2122;s mental balance. Understanding quality care Much of what passes for quality care these days is not, and even experts can sometimes have trouble determining where better care can be found.

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NETWORK

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“

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It’s all too easy to ease the suffering caused by a divorce, while overlooking an underlying anxiety disorder whose treatment could allow repair of the marriage

ecause of the dearth of available treatment options, the situation for a patient in need of highquality mental health and integrated neuropsychiatric care (for the proper diagnosis and care of a seizure disorder with depression) is much more difficult. In the public hospital system, some doctors limit themselves to simplistic, obsolete interpretations of biomedical models. Medication overuse is rampant. Unless they are properly educated, many doctors (and patients) don’t realise that psychiatric medication and psychotherapy are not replacements for each other. They work very well together, but they do different things. Most antidepressant prescriptions are written by primary care doctors who don’t offer real psychotherapy to go with them, and they don’t always have a precise and complete diagnosis. For example, ‘depression’ is often an anxiety disorder, a panic disorder in particular. In turn, panic disorder is often caused by a significant emotional loss or separation. Panic disorder can be a reaction to feelings of geographic or cultural displacement. No wonder it’s rampant in expat communities round the world. Diagnosing correctly the first time Quality care begins with the initial clinical evaluation. When people have significant

emotional suffering, there are usually multiple causes (‘over-determined’, as psychiatrists say), and the central factor is usually not the most obvious one. A patient with an emotionally distant spouse might instead complain of impending financial impoverishment. The initial evaluation should be broad and thorough, with careful attention to personal life, workplace factors, commonplace anxiety and depressive disorders, drug and alcohol use, co-occurring and causal medical illnesses, among others. Just as elsewhere in medicine, that initial diagnosis is where highly skilled clinicians with broad and advanced training are most useful. It’s all too easy to ease the suffering caused by a divorce, while overlooking an underlying anxiety disorder whose treatment could allow repair of the marriage. Dissatisfaction at work is often caused by misery at home. Poor job performance attributed to work stress can be due to a hidden conflict with a supervisor, an unbearable sense of displacement, an unrecognised depression or even an undiagnosed medical illness. Skilled mental health evaluators are trained to sort out these issues, and psychiatrists have the most comprehensive diagnostic training of all. The medical part of their training also comes in handy for those times when emotional distress can be the presenting symptom of problems like thyroid

disease, cancer or other medical illnesses, including treatable conditions such as a sleep disorder due to obesity. So getting it right the first time goes hand in hand with solving the problem effectively and efficiently. The trouble is, less seasoned evaluators only see what they know, even though they may be the nicest and most concerned people anywhere. Problems overlooked at the outset don’t get recognised until much later, if ever. And if effective treatment is not provided, the problem just lingers. Untreated depression, thyroid disease, Vitamin D deficiency, family problems, alcoholism, interpersonal skill deficiencies or panic presenting as unexplained chest pain are all in their own way both financially and morally expensive. Over-reliance on simplified diagnostic schemes may be dangerous. A screening test for depression may alert you to unhappiness, but that could be anything from work stress to medical illness to anxiety, to one of several different kinds of depression (and most likely some combination of factors). We humans are complex beings. The best mental health solutions require thoughtful recognition of the actual problems, and awareness that diagnostic refinement is an ongoing process during treatment. At that point, effective treatment can be provided by well-trained mental health professionals. §

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EDUCATION

The obesity problem

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A discussion with Dr Thomas By Dr Richard Thomas WorldPath Clinic International

hy are children much heavier than a generation ago? Is it important to recognise this in your child or family and intervene? What can be done about it? When I grew up in western New York State, getting out and exercising was what there was to do. Virtually every day, I met with neighbour friends and played active games like tag or pick-up baseball at a nearby empty lot (teams were chosen by the two best players flipping a bat, then alternating hands until a hand didn’t fit; the winner then grabbed the knob and got the first pick of teammate). Or we played basketball in the driveway of our home (first pick went to the guy who made the most free throws) or walked to the train tracks, then off into the fields to search for and capture garter snakes. In winter, we built forts and had snowball fights, or piled snow and jumped off the roof into it, or went sledding on the ‘Big Hill’. The ‘down the hill’ (10

seconds) was fun, while the ‘up the hill’ (60 seconds, or 30 if you ran, which we usually did) was the strenuous exercise part. When we had no energy left, we’d do it for another few hours, then drag home exhausted and happy from the fun and camaraderie. There was one fat kid in the whole neighbourhood, but he was fit and could out-tussle anyone. Those were the days! Will humanity ever see them again? No, not while there are mindless TV shows, or tons of violent game simulations on the latest iPhone or Wii. Not while parents cower in fear that their unsupervised child may be abducted, or lawyers lurk to sue any lot or pool owner who hasn’t fenced off and posted warnings on his property to stop kids from doing what kids do. Some wise parents decide that active lives are preferable for their children. The American Academy of Pediatrics

recommends limiting TV and other seated entertainment time to two hours a day. Many parents get their children into activities that provide an aerobic workout, like karate, tae kwon do, ballet or soccer, to name just a few. In my experience, staying active is simply a great thing for kids to do. Unfortunately, if there are too many calories going in kids get obese regardless of the frequency of exercise. Just think about sumo wrestlers – they work out rigorously, but they eat more than their bodies need. Parents need to assess the approximate daily caloric requirement for their child (and maybe for themselves). First three months

According to the University of Chicago, infants this age need 116 calories per kg of weight a day. Each 30 ml of breast or formula milk contains 20 calories. A 3 kg infant requires about 350 calories, 540 ml of milk. Breastfeeding, in my experience, is self-regulating. That is, kids simply don’t get too heavy while primarily breastfeeding. Up to one year

Infants three to 12 months of age require 100 calories per kg a day, according to the University of Chicago. Ironfortified rice cereal is an appropriate first solid food to introduce, followed by fruit, vegetables and meat. Composition

The University of Chicago advises that an infant diet should consist of 40 percent carbohydrates, 10 percent proteins and up to 50 percent fats to meet caloric and nutritional requirements. Breast milk is high in fats (including the essential fat omega-3, which builds brain cells). Next time, we’ll talk about your older child and what we can do, aside from exercise, to help them avoid obesity. §

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School Life

kakadu

a n o rt h e r n t e r ri to ry adve nt u re

hereâ&#x20AC;&#x2122;s no doubt that the top end of the Northern Territory delivers a fantastically special and unique Australia holiday. The beauty of this area is the joy of exploring World Heritage-listed Kakadu National Park as well as both Litchfield and Nitmuluk National Parks â&#x20AC;&#x201C; all within a 3-hour drive of each other and Darwin. Easy driving and magnificent nature-based activities to enjoy for the whole family!

School Life

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School Life

Giant termite hill, Litchfield, Northern Territory

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Dawn in Kakadu

ur family of five began our Top End adventure by collecting our hire vehicle in Darwin and driving 120 km south to our first stop – Litchfield National Park. Litchfield National Park comprises 1500 sq km of largely untouched landscape. It’s a favourite place to view monsoonal rainforest, the perennial spring-fed streams and waterfalls, magnetic termite mounds, weathered sandstone outcrops and historic ruins. Our family enjoyed exploring many of the walks, and swimming holes such as Buley Rockholes, Wangi Falls and Walker Creek. For respite at the end of each day’s walks, we made our base at Batchelor Butterfly Farm and Tropical Retreat in the township of Batchelor (only 20 minutes from the park) – and what a wonderful surprise that was! Our daughter was enthralled with all the butterflies, our sons loved the swimming pool and the adults enjoyed the restaurant and very good quality meals.

The accommodation was basic but clean and comfortable, and the visit to Litchfield was a delight for everyone! After two days exploring Batchelor / Litchfield National Park we then headed 240 km south-east to Katherine. It’s a drive through the Territory’s stunning and lush northern tropics, steeped in nature, Aboriginal culture and outback pioneering history. There are many stops and points of interest en route. Katherine is very much an outback town, and the town itself doesn’t have a lot of endearing qualities. However, the region boasts the not-to-be missed Nitmiluk (Katherine Gorge) National Park. Nitmiluk is home to the spectacular Katherine Gorge, a series of 13 sandstone gorges carved out over a billion years by the Katherine River. The impressive gorge walls and white sandy beaches can be explored on foot, by canoe or on a cruise, and are stunning from the air on a scenic

Our daughter was enthralled with all the butterflies, our sons loved the swimming pool and the adults enjoyed the restaurant and very good quality meals

Hotel Marroll’s is one of the nest four star hotels in Bratislava. Our Hotel is situated in the heart of the historic centre of Bratislava. We offer accomodation in 51 rooms and 3 luxury apartments. All the rooms are air conditioned, exquisitely furnished in retro style, equipped with latest technical equipment. Unlimited high-speed Internet access, plasma TV with 200 satellite programmes, in room PC and free minibar are a must. Parking is provided in the underground garage. Hotel Marroll’s offers 2 conference rooms for important social and corporate gatherings - Congress hall and Green saloon. We invite you to enjoy our unparalleled level of luxury and hospitality offered in a unique atmosphere with retro style.

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helicopter flight. Aboriginal culture is strong in the area and there are many Aboriginal rock art sites dotted throughout the Park. There are also plenty of adventure activities, and it’s a haven for nature lovers, with its rugged landscapes, dramatic waterfalls and lush gorges providing an abundance of flora and fauna. Canoe trips along Katherine Gorge are a must-do activity. Unfortunately for our family we were unable to enjoy canoeing due to the National Parks survey for crocodiles in the area – better safe than sorry! However, we managed to enjoy Katherine Gorge in many other ways: the three gorge cruise, swimming in a picturesque waterfall and bush walking along the many trails throughout the park. The park rangers and tour guides provided interesting information on the area and Nitmiluk has a simply stunning landscape and lots of activities to enjoy. Our next stop was World Heritage-listed Kakadu National Park, a 240 km drive north from Katherine. Definitely the highlight of our trip, Kakadu is the Northern Territory’s

jewel in the crown. Covering nearly 20,000 square kilometres of exceptional natural beauty and unique biodiversity, Kakadu is one of very few places World Heritage-listed for both its cultural and its natural values. Kakadu is a living cultural landscape. The Bininj / Mungguy Aboriginal people have lived on and cared for this country for tens of thousands of years. Kakadu National Park is a timeless place – a landscape of exceptional beauty, great biodiversity and a wide variety of landforms, habitats and wildlife. Kakadu is home to 68 mammals, more than 120 reptiles, 26 frogs, more than 2,000 plants and over 10,000 species of insects. Our first adventure in Kakadu was a 2 km walk to Gunlom Falls. We were lucky enough to swim and enjoy the clear natural plunge pool area and waterfall. This was followed by many notable stops as we explored the park: night wildlife safari, a one-hour scenic flight over Kakadu and Arnhem Land, Ubirr and Nourlangie regions, walking and admiring Aboriginal rock art sites, swimming in Jim Jim Falls plunge pool and visiting Jabiru Township,

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Kakadu is one of very few places World Heritagelisted for both its cultural and its natural values

” Ubirr art site and lookout, Kakadu National Park

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TRAVEL

the centre of Kakadu. At all of these points of interest park rangers were available and provided informative talks about the art and culture several times per day. Well worth listening to! But perhaps the most amazing of all the regions in Kakadu is the Yellow Waters Wetlands. This is an area that will deliver the WOW factor, with plenty of wildlife action! In fact, just before we arrived a crocodile had been caught eating a shark – unfortunately for the shark, he was in the wrong area and bested by one of the world’s oldest predators! We took a sunset cruise around the wetlands and loved the wildlife action and awesome scenery. We enjoyed three days in Kakadu, and could have easily stayed for a few more. There is so much to do! Apparently most people who come to Kakadu make the mistake of only visiting for a day trip – with

a 6-hour return journey to Darwin built in! That doesn’t allow time to visit many sites and really soak up the atmosphere of this awe-inspiring land. To our family, Kakadu National Park was more than just a beautiful landscape. We left with a greater understanding of the Aboriginal connection to the land. “Our land has a big story. Sometimes we tell a little bit at a time. Come and hear our stories, see our land. A little bit might stay in your hearts…” Our Top End Northern Territory Adventure was nearing completion as we left Kakadu and headed west back to Darwin (300 km) for a few days relaxation before heading home. Darwin proved a good place to relax and rejuvenate, visit some museums, do some shopping and enjoy the atmosphere of the famous night markets.

A holiday adventure of a lifetime to remember! Facts: • Winter season (May to September) is traditionally the most popular time to visit. The daytime temperatures are around 30 degrees Celsius and the nights are cool. Perfect weather for all activities. • All roads travelled are bitumen and fully sealed. So short distances, and easy driving. This drive is also a good one for motor home vehicles as an alternative to car / accommodation. Contact Australia Expat Travel to plan your best ever holiday. Local knowledge. Good variety of information. www.ausxpattravel.com. au, info@ausxpattravel.com.au

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Sunset in Kakadu

Kakadu National Park is located in a remote part of a remote country... just the place to find adventure.

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Listings SHOPPING 1 Aupark – Bratislava Shopping Center (79, C3) Einsteinova 18, 851 01 Bratislava – Petrzalka (682 66111, www.aupark.sk, info@aupark. sk)

6 El Gaucho (79, C2) Hviezdoslavovo nam. 13, 811 02 Bratislava – Stare Mesto (3212 1212, www.elgaucho.sk, elgaucho@ elgaucho.sk)

7 Flowers restaurant & Wine Bar (79, C2) Erdodyho palac, Venturska 1, 811 01 Bratislava – Stare Mesto (2092 2733, www.flowersrestaurant.sk, 2 Avion Shopping Park (77, D3) info@flowersrestaurant.sk) Ivanska cesta 16, 821 04 Bratislava 8 Le Monde (79, C2) (4822 6800, www.avion.sk) Rybarska brana 8, 811 01 Bratislava – 3 Eurovea Galleria (79, D2) Stare Mesto Pribinova 8, 811 09 Bratislava (5441 5411, www.lemonde.sk, manager@ (2091 5050, www.eurovea.sk, info@ lemonde.sk) eurovea.com) 9 Leberfinger (79, C2) 4 Polus City Center (76, A2) Viedenska cesta 257, 850 01 Bratislava Vajnorska 100, 831 04 Bratislava – – Petrzalka Nove Mesto (6231 7590, www.leberfinger.sk, huto@ (4444 1234, www.poluscitycenter.sk) leberfinger.sk)

Viedenska cesta, Novy most, 851 01 Bratislava – Petrzalka (6252 0300, www.redmonkeygroup.com, ufo@redmonkeygroup.com) 18 Upside Down (79, C2) Laurinska 4, 811 01 Bratislava – Stare Mesto (3211 1100, www.upsidedown.sk, upsidedown@upsidedown.sk)

Accommodation 1 Austria Trend Hotel Bratislava (79, C1) Vysoka 2, 811 06 Bratislava – Stare Mesto (5277 5800, www.austria-trend.sk)

2 Best Western Hotel West (74, B1) Koliba Kamzik Les, 833 29 Bratislava – Nove Mesto 5 Shopping Palace 10 Liviano Restaurant (83, C2) (5478 8692, www.hotel-west.sk) Bratislava (77, D1) Kutlikova 17, 852 50 Bratislava – Cesta na Senec 2/A, 821 04 Petrzalka 3 Crowne Plaza Bratislava Bratislava (6828 6688, www.liviano.sk, liviano@ (79, C1) (www.shoppingpalace.sk) technopol.sk) Hodzovo namestie 2, 816 25 Bratislava – Stare Mesto 11 Mezzo Mezzo (79, C2) (5934 8111, www.crowne-plaza.sk) Rybarska brana 9, 811 01 Bratislava – Stare Mesto 4 Gate One Hotel (77, C3) (5443 4393, www.mezzo.sk, mezzo@ Ambrusova 7, 821 04 Bratislava – mezzo.sk) Nove Mesto (3277 0000, www.hotelgateone.sk) 12 Paparazzi Cocktail Bar & Ristorante (79, C2) 5 Hotel Devin (79, C2) 1 Au Cafe (79, C2) Riecna 4, 811 02 Bratislava – Stare Tyrsovo nabrezie, 851 01 Bratislava – Laurinska 1, 811 01 Bratislava – Stare Mesto Mesto Petrzalka (5464 7971, www.redmonkeygroup.com, (5998 5111, www.hoteldevin.sk) (6252 0355, www.au-cafe.sk, aucafe@ paparazzi@redmonkeygroup.com) nextra.sk) 6 Hotel Baronka 13 Parcafe (74, B3) Mudrochova 2, 835 27 Bratislava – 2 Camouflage Restaurant Budkova 39, 811 04 Bratislava – Stare Raca (79, C2) Mesto (4487 2324, www.hotelbaronka.sk) Erdodyho palac, Venturska 1, 811 01 (0911 902 992, www.parcafe.sk, parcafe@ Bratislava – Nove Mesto 7 Hotel Bonbon Bratislava parcafe.sk) (2092 2711, www.camouflage.sk, info@ (83, C3) camouflage.sk) 14 Rambla Restaurant, Grill Antolska 2, 851 05 Bratislava – & Tapas Bar (79, C2) Petrzalka 3 Chez David (79, C1) Zamocka 13, 811 01 Bratislava – Stare Michalska 9, 811 01 Bratislava – Stare (6829 7999, www.bonbon.sk, bratislava@ Mesto bonbon.sk) Mesto (5441 3824, www.chezdavid.sk, recepcia@ (3231 1313, www.rambla.sk, rambla@ 8 Marrol’s HOTEL (79, C2) rambla.sk) chezdavid.sk) Tobrucka 4, 811 02 Bratislava 15 Tarpan (5778 4600, www.hotelmarrols.sk, rec@ 4 Carda Kormoran (83, C3) Majova 23, 851 03 Bratislava – hotelmarrols.sk) Antolska 2, 851 05 Bratislava – Petrzalka Petrzalka 9 Hotel no.16 (78, B1) (6224 1585, www.tarpan23.sk, tarpan@ (6829 7810, www.bonbon.sk, csarda@ Partizanska 16a, 811 03 Bratislava – tarpan.sk) bonbon.sk) Stare Mesto 16 Tempus Fugit (79, C2) (5441 1672, www.hotelno16.sk, hotelno16@ 5 El Diablo Bar / Hacienda Sedlarska 5, 811 01 Bratislava – Stare hotelno16.sk) Mexikana Restaurant (79, Mesto C2) 10 Hotel Perugia (79, C2) (5441 4357, www.tempusfugit.sk, Sedlarska 6, 811 01 Bratislava – Stare Zelena 5, 821 01 Bratislava – Stare tempusfugit@tempusfugit.sk) Mesto Mesto (5464 2101, www.mexikana.sk, info@ 17 UFO Watch.Taste.Groove (5443 1818, www.perugia.sk, perugia@ mexikana.sk) (79, C2) perugia.sk)

Bars and restaurants

11 Kempinski Hotel River Park (78, B2) Dvorakovo nabrezie 6, 811 02 Bratislava (3223 8222, www.kempinski.com/sk/ bratislava) 12 Radisson Blu Hotel Carlton Bratislava (79, C2) Hviezdoslavovo namestie 3, 811 02 Bratislava – Stare Mesto (www.radissonblu.com) 13 Skaritz Hotel & Residence (79, B2) Michalska 4, 811 01 Bratislava – Stare Mesto (5920 9770, www.skaritz.com, recepcia@ skaritz.com) 14 Sheraton BratislavA (79, D2) Pribinova 12, 811 09 Bratislava (3535 0000, www.sheratonbratislava.sk, reservation.bratislava@sheraton.com)

Fitness and Beauty 1 FIT RELAX (76, B3) Tomasikova 30, 821 01 Bratislava – Ruzinov (4342 3977, www.fitrelax.sk) 2 FitCurves (81, C1) Jasikova 20, 821 03 Bratislava – Ruzinov (0917 616 566, www.fitcurves.sk) 3 Golem Club (79, C3) Einsteinova 18, 851 01 Bratislava – Petrzalka (0917 508 649, www.golemclub.sk, aupark@golemclub.sk) 4 InPulse Fitness – Narodne Tenisove Centrum Prikopova 6, 831 02 Bratislava – Nove Mesto (492 098 52, www.inpulse.sk, info@ inpulse.sk) 5 Love 4 Tennis (76, B2) Turbinova 1, 831 04 Bratislava (0911 508 720, www.love4tennis.sk, info@ love4tennis.sk) 6 Shine Spa Sheraton Bratislava Hotel (79, D2) Pribinova 12, 811 09 Bratislava (3535 0000, www.sheratonbratislava.com) 7 Squash Centrum (75, D3) Legerskeho 3, 831 02 Bratislava (4446 1272, www.squashcentrum.sk, office@squashcentrum.sk)

FOR YOUR HEALTH CARE NEEDS, WHILE IN SLOVAKIA FAR FROM HOME, YOUR HEALTH IS PARTICULARLY IMPORTANT. ARE YOU LOOKING FOR A PLACE, WHERE QUALITY OF HEALTH CARE SERVICES AND CUSTOMER CARE MATCH YOUR STANDARDS?

H O S P I TA L & C L I N I C S

MEDISSIMO

At MEDISSIMO we offer: All services under one roof Friendly, English-speaking staff Acute & urgent care outpatient and inpatient services, preventive care, management of chronic illnesses Pacient scheduling for appointments via phone or e-mail Pharmacy on-site Air-conditioned facility, free Wi-Fi Access, free parking on-site Single or double bed patient room with bathroom, TV, radio, phone & internet access Unlimited visiting hours, ethnic/special cuisine on request Physicians on call in-house 24/7 Telephone Answering Service available 24/7 All major credit & debit cards are accepted At MEDISSIMO you will find: General Practitioners for adults & pediatrics, Specialists physicians, majority with working experience in the EU and the USA State-of-the-art Medical Imaging Department Up-to-date Operating Rooms Intensive Care and Post Anesthesia Care Units Medical & Surgical Inpatient Departments Inpatient Rehabilitation Unit Outpatient Physical Medicine & Rehabilitation Department Outpatient Infusion Center operating 24/7

MEDISSIMO HOSPITAL & CLINICS TematĂnska 5/A, Bratislava Customer Service: +421 2 32 30 30 30 www.medissimo.sk clients@medissimo.sk (Customer Service) hnilica@medissimo.sk (Physician)

MEDISSIMO is proud to have contracts with most international health insurance companies

LISTINGS 8 VERTIGO – climbing centre (80, A1) Trencianska 47, 821 09 Bratislava (0948 223 173, www.lezeckecentrum.sk, vertigo@micronet.sk) 9 Virastudio (83, D1) Haanova 17, 851 04 Bratislava (4569 3255, www.vibrastudio.sk, info@ vibrastudio.sk) 10 Vitalstudio (76, A3) Presovska 38/A, 821 01 Bratislava (0918 629 589, www.vitalstudio.sk, vitalstudio@vitalstudio.sk) 11 Woman line (79, C3) Muchovo namestie, 851 01 Bratislava (0944 405 805, www.womenline.sk, bratislava@womenline.sk) 12 Zora Centrum (76, A3) Vajnorska 98/h, 821 02 Bratislava – Ruzinov (www.zoracentrum.sk, zoracentrum@ zoracentrum.sk) 13 ZION SPA Kempinski Hotel River Park (78, B2) Dvorakovo nabrezie 6, 811 02 Bratislava (3223 8451, www.zionspa.sk, krp@ zionspa.sk)

Health 1 University Hospital Bratislava Ruzinov (76, B3) Drienova 38, 826 06 Bratislava – Ruzinov (4823 4111, www.fnspba.sk/NemocnicaRuzinov, Nru@fnspba.sk) 2 University Hospital Bratislava Antolska (83, C3) Antolska 11, 851 07 Bratislava –

Petrzalka (6867 1111, www.fnspba.sk/NemocnicaPetrzalka, NCM@fnspba.sk) 3 University Hospital Bratislava (74, B2) Limbova 3, 833 05 Bratislava – Kramare (5954 1111, www.fnspba.sk/NemocnicaKramare, NLD@fnspba.sk) 4 University Hospital Bratislava – Stare Mesto (79, C1) Mickiewiczova 13, 813 69 Bratislava (5729 0111, www.fnspba.sk/NemocnicaStare-Mesto, NSM@fnspba.sk) 5 Medicover (80, A2) Prievozska 4/B, Apollo BC II Blok C, 821 09 Bratislava (3217 1211, www.medicover.sk, info@ medicover.sk) 6 Medifera (79, C2) Sturova 12, 811 02 Bratislava (5720 0910, www.medifera.sk, medifera@medifera.sk)

(5477 1025, www.bkteam.sk/bobo, bobova.ba@zoznam.sk) 2 Bibiana – International House of Art for Children (79, C2) Panska 41, 815 39 Bratislava (5443 4986, www.bibiana.sk, bibiana@ bibiana.sk)

04 Bratislava (0903 779 793, www.trampolino.sk, trampolino.sk@gmail.com) 11 The Bratislava Puppet Theatre (79, D2) Dunajska 36, 811 08 Bratislava (5292 3668, www.babkovedivadlo.sk, bbdbrtis@stonline.sk) 12 ZOO Bratislava (74, A3) Mlynska dolina 1, 842 27 Bratislava (6010 2111, www.zoobratislava.sk, zoo@ zoobratislava.sk)

4 Children’s Museum (79, C2) Vajanske nabrezie 2, 813 31 Bratislava (2046 9160, www.detskemuzeum.sk, info@detskemuzeum.sk)

Community

5 Gasparko Puppet Theatre (79, C2) Rudnayovo namestie 4, 811 01 Bratislava (0911 110 287, www.bratislavskygasparko. sk, info@bratislavskygasparko.sk)

7 Medissimo (83, C2) Tematinska 5/A, 851 05 Bratislava (3230 3030, www.medissimo.sk, info@ medissimo.sk) 8 Medtronic (82, b1) Panonska cesta 17, 851 04 Bratislava (6820 6911, www.medtronic.sk, medtronic.slovakia@medtronic.com)

7 Hopsasa Play Cafe (79, D3) Sustekova 51, Bratislava (0917 449 570, www.hopsasa.sk, hopsasa@hopsasa.sk)

9 Pro Care (83, C3) Betliarska, Bratislava (3232 3800, www.procare.sk)

8 Horaren (74, B3) Lesna 1, 811 04 Bratislava (5478 9050, www.horaren.sk)

1 Bobova Draha Bratislava (75, C1) Koliba – Kamzik

3 Biofarma Natura Biofarma Stupava Salas (0918 280 546, www.biofarma.sk, biofarma@slovakpub.sk)

6 Hop-La Indoor Play Area (82, B2) OC Danubia, Panonska cesta 16, 851 04 Bratislava – Petrzalka (0904 909 909, www.hop-la.sk, info@ hop-la.sk)

kids and fun

FAMILY MATTERS

1 Jewish Religious Community in Bratislava (78, B2) (5441 6949, www.chatamsofer.com, znoba@stonline.sk) 2 Masses in English – PROTESTANT Church (79, C1) Panenska, Bratislava 3 St. Ladislav Catholic Parish (79, C1) Veterna 1, 81103 Bratislava (0905 829 830, www.catholics.sk, feedback@catholics.sk) 4 Bratislava International Church (79, C1) Palisady 48, 81106 Bratislava (5443 3263, www. bratislavainternationalchurch.org, BratislavaInternationalChurch@gmail)

9 Klub Palisady Sancova 9, 811 06 Bratislava (0915 428 124, www.klubpalisady.sk, info@klubpalisady.sk) 10 Trampolino OC Cubicon, Stare Grunty 24, 841

Please submit all requests for inclusion in our listings to: marketing@bisb.sk

FAMILY MATTERS

FINAL WORD

ANOTHER LOOK AT TIGER PARENTING Authoritarian parenting, permissive parenting, loving parenting

ngie was brought up by rigid, authoritarian parents who kept her on a tight leash. They rarely considered her feelings about anything, showing a complete lack of empathy and compassion for her feelings and desires. Yelling and hitting were their favourite forms of punishment. Angie was a good girl. She did well in school and did what she was told, but was often sad and lonely and never felt important. When she married and had her own children, she knew that she didn’t want to treat her children the way she had been. She wanted to consider their feelings and needs. She wanted them to feel valued and important. Angie was a very loving mother. She spent lots of time with her children, playing with them, listening to them, giving them affection and approval. However, because it was so vital to Angie that her children feel valued and important, she often put herself aside and gave in to their demands. Because Angie had never felt important, it was easy to put herself aside. She believed her children’s feelings and needs were much more important than hers. As a result, Angie moved too far from her own upbringing and became a permissive parent.

The consequences for Angie of authoritarian parenting was that she didn’t value herself. The results for her children of permissive parenting was that they grew up with entitlement issues, thinking they were more important than others. Neither authoritarian nor permissive parenting is loving parenting. Loving parenting values both the parents’ and the children’s feelings and needs. Loving parents don’t attempt to control their children – other than for their health and safety – or allow their children to control them. Loving parents don’t worry about being rejected by their children. They’re willing to set firm limits on unacceptable behaviour and refuse to be manipulated. Their identities are not tied into their children’s performance in school or in other activities, such as sports, or how their children look. They accept their children as individuals, even when they’re very different to them. They reinforce a value system that includes honesty, integrity, caring, compassion, kindness and empathy. As much as we want to be loving parents, we may unconsciously be acting out of our fears. If you grew up with fear of rejection or domination, you’ll automatically protect against these fears in your

relationships with your children. You may try to control them out of a fear of being controlled or rejected by them. You might be controlling with your anger, or by giving in. Fears of rejection can manifest with children through trying to control them with anger, or trying to control their love through giving yourself up to them. Fears of domination can manifest through controlling them with anger or violence to avoid being controlled by them. Insecurities can manifest through attempting to get your children to perform in the way you want in order to define your worth. One way or another, whatever is unhealed within you will surface in your behaviour with your children. Raising healthy children means first healing the wounded child within you – the part of you that has your fears and insecurities, and your desire to protect against rejection and domination. By simply being aware that we are all affected by our upbringing and that overcompensation in the way we parent our children is a common and often unproductive reaction to negative experiences from our childhood, we are more likely to find the happy medium which represents loving parenting. §

School Life

FAMILY MATTERS

It’s easy to make a good decision at the beginning of the week:

Set out for the restaurant Upside Down in Laurinská Street, Bratislava.

If you thought that the original Gothic vaults in Bratislava were possible to nd only in St Martin’s Cathedral or Bratislava Castle, after entering the restaurant Upside Down in Laurinska Street 4 you will be pleasantly surprised. In the café entrance you can see a beautifully preserved 14th Century Gothic wall.

We are also pleased to introduce Fusion cuisine … a culinary fantasy. Fusion cuisine combines different cuisines from a region or country into a single eating experience. It is a new culinary art which goes beyond traditions, conventions and geographical borders. It cannot be imagined. You must simply try it!

What does this steak house recommend? Why not try our oxtail soup and as a main dish, have a steak to follow. In upside Down you will be offered the best Scottish or Argentinian sirloin. There are many special offers from cookery displays to birthday treats.

The restaurant won the ‘Best Bar Menu 2009’ and offers 230 kinds of whisky amongst its wide selection of beverages. The special tasting menu and useful whisky-pedia is prepared for the curious. Lovers of quality wines, Bazzara coffee and various kinds of tea will have a eld day.

Begin your week with a wonderful meal at restaurant Upside Down. Set out for the restaurant Upside Down and leave your worries behind. Half price Mondays do not just mean halfpriced steaks … they mean steaks plus sauces and delicious wines for 50%. Restaurant Upside Down is the synonym for quality, good taste and excellent service. Come and try us today!

Diamond ring for a whisky expert!

Upside Down - Steak & Whisky Dreams, s.r.o. / Laurinská 4, 811 01 Bratislava Reservations: +421 2 321 111 06 / Tel.: +421 2 321 111 01 (ofce) / Fax: +421 2 321 111 09 E-mail: upsidedown@upsidedown.sk / Web: www.upsidedown.sk

FAMILY MATTERS

School Life

essentials guide

BRATISLAVA

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