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

FOUR habits of highly successful learners Page 10 Health Understanding asthma travel Pop into Peking ask the experts Budapest adventures education Five simple steps to university success

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FAMILY MATTERS

ISSUE 2

helping others to be the best they can be

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FAMILY MATTERS

ISSUE 2

FOUR HABITS OF HIGHLY SUCCESSFUL LEARNERS Page 10 HEALTH Understanding asthma TRAVEL Pop into Peking ASK THE EXPERTS Budapest adventures EDUCATION Five simple steps to university success

Family Matters Issue 2 Contributions welcome from all of the Budapest community. Please contact marketing@bisb.hu for more information.

FAMILY MATTERS

MAGAZINE

FAMILY MATTERS

CONTENTS

EDITOR’S WORD A

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

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

”

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

20 30 48 Making Science fun

FIVE simple steps to university success

Understanding assessment and levels

Craig Wilson talks about developing a sense of discovery in the classroom

Jason Kucker offers some advice to students making the transition to university life

Christine Armstrong asks the question, “Do you really know how well your children are performing?”

CONTENTS

FAMILY MATTERS

10 FOUR habits of highly successful learners Mark Angus looks at what successful learners have in common

54 60 66 70 Budapest Adventures

the champs-elysees of the east

getting it right

What’s your expat story?

William Lower takes Family Matters on a tour of Budapest’s best family outings

Susan Jeffries explores the sights and attractions of Budapest’s most famous street

Crown Relocation offers tips for expat families

Neil Jensen explores the expat experience

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COMMENT

FAMILY MATTERS

COMMENT Why we need some good old fashioned advice

The art of getting your children to talk to you

Some reasons people avoid seeking help even though they need it

Helpful ideas to encourage better communication at home

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

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

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

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

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

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

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

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

PUBLISHER

The British International School admissions@bisb.hu

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Travis Murray editor@bisshanghai.com

ART DIRECTOR

Travis Murray editor@bisshanghai.com

COPY EDITOR

Aelred Doyle aelred@gmail.com

CONTRIBUTORS John Hart john.hart@bisb.hu

Rachel Batty rachel.batty@bisb.hu William Lower williamlower@williamlower.com Kevin Foyle k-foyle@bisspuxi.com Wade Dawson wade.d@austenmorris.com

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CONTACT

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.

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The British International School Budapest Kiscelli köz 17 1037 Budapest Hungary Tel: 00 36 1 200 9971 Fax: 00 36 1 200 9969 Entire contents © 2011 by Family Matters Magazine unless otherwise noted on specific articles

MAGAZINE

FAMILY MATTERS

FeatureD Contributors

FAMILY MATTERS

FEATURED CONTRIBUTORS Marion Merrick

Marion Merrick came to Budapest 29 years ago (“for a year”) when there were just eight British people living in the still communist country. She taught in such places as state farms, university departments, factories, ESL Teacher the Prime Minister’s office and the Gundel Restaurant. Marion has also The British International School made language recordings, film voice-overs and worked as a translator Budapest, Hungary and interpreter. She is the author of two books about life in Hungary, both pre- and post-communist, Now You See It, Now You Don’t and House of Cards, in addition to co-authoring books on English language and grammar. Marion and her husband Paul (who teaches at the Liszt Music Academy) have two children who completed their entire schooling in the Hungarian system, and who have both just graduated in Law from London University. Marion attended Sheffield and Reading universities and worked as a teacher before coming to Hungary.

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 then The British International School appointed to be Headmaster of Norman Court Preparatory School in Shanghai, Puxi Campus 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, Puxi campus. 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.

Susan Jeffries

usan Jeffries was born and raised in Toronto, Ontario and graduated from York University, Toronto with a BA in sociology. For twenty years she worked with developmentally disabled adults living independently in the community and worked both as an Adult Freelance writer Protective Service Worker and as Supervisor of the program. This Budapest, Hungary experience forged a strong compassionate and charitable perspective to all she does in both her private and public life. In 1998 she pursued a career change and returned to school to study the retail florist business at Seneca College in Toronto. After graduating, Susan ran her own special events company for twelve years in the Greater Toronto area, doing up to 100 events a season. Susan now resides in Budapest and works as a freelance writer. She has been a Board Member of the North American Women’s Association for the past three years, serving as Co-chair of Charity and Membership Committees. Susan is married and has four children.

William Lower

illiam (Bill) Lower was born in Kingston, Ontario, and educated at Queen’s University, Kingston, Canada (English and Behavioural Psychology) and Ryerson University, Toronto (Film and Photography). Throughout his career as an advertising creative Freelance writer director and writer, Bill has always applied humour and humanity Budapest, Hungary to his work, essential ingredients to meaningful dialogue. He also champions life’s adventures, having lived and worked in Toronto, Dallas, Chicago, Atlanta, Los Angeles, New York and now Budapest. He has won international awards for his writing, including recognition at the Cannes Film Festival. A regular contributor to the Budapest Times, he currently has two books in development: Three Years on Mars (www.ThreeYearsOnMars.com), a humorous look at expat life, and Dead Day Horoscopes (www.DeadDayHoroscopes. com), an illustrated collection of celebrities and notorieties with the horoscope for the day of their demise. Bill does contract assignments for select clients, with a sensibly strong bias towards paying assignments.

Wade Dawson

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 Senior Partner a result of his insights, he has served as a seminar speaker, given Austen Morris Associates numerous interviews and written articles for multiple 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.

FAMILY MATTERS

EDUCATION

Four Habits of Highly Successful Learners What are the qualities that top students have in common? By Mark Angus

EDUCATION

FAMILY MATTERS

Successful learners love a challenge

uccessful learners love a challenge. They like being set a target and then being challenged to reach it. For the truly successful learner, this is the most important part of academic life. They’re not interested in comparing themselves to or competing with others – they’re far more engaged by the idea of reaching their own personal goals. This is why a teaching and learning environment where the emphasis is on setting challenging personal targets is so valuable, as it fosters in pupils a range of positive qualities that will serve them well throughout their lives. When students are used to having targets to aim for and, more importantly, to doing their very best to achieve them, they develop a whole host of other positive attributes as well. Pupils in environments such as these become fearless learners, as they learn to embrace failure as part of the journey. This makes them confident learners, as they understand that academic success is not a mystery – the path towards achieving goals is clear and can easily be followed with hard work and application. In turn, these pupils also learn to recognise and embrace success and the wonderful warm glow that comes from setting out to achieve something and then doing it. This feeling very quickly becomes addictive, and they want more and more of it! Pupils who are used to being challenged also have a high degree of self-awareness and are not afraid to analyse their work, both when it’s been successful and when it hasn’t. Allied to this, successful learners are independent learners – they take responsibility for their learning and they know that achieving their targets is, ultimately, up to them. Of course teachers, parents and peers are there to help, but deep down the successful learner knows that in the end it’s in their hands. And ultimately this liberates them – they know that they have the freedom to succeed or fail, and that the way things turn out is therefore entirely up to them. Finally, the student who knows how to hit a target also knows the value of hard work. Goals are not reached without endeavour and so the successful student discovers early on that real success – the success that comes with achieving what you set out to do – is only possible with a great deal of hard work. Highly successful learners don’t expect things to be handed to them on a plate. They know that working towards a target requires self-discipline, self-reflection and a good helping of self-awareness. Who would argue that these are not pretty valuable qualities in life too?

FAMILY MATTERS

EDUCATION

Successful learners love to work with others

The stereotype of the solitary genius toiling away to achieve academic brilliance isn’t borne out by the facts. In most cases, highly successful learners don’t lock themselves away from the outside world, shunning company and personal hygiene. In fact, they function extremely well as part of a team, enjoy working with others and, rather than trying to keep their discoveries to themselves, they love sharing what they know with colleagues and testing out their ideas on the people around them.

positive learning environment, therefore, is one that offers pupils chances to work together in a variety of ways. Such an environment probably encourages a lot of peer evaluation; it encourages pupils to work with other age groups and to be both learner and teacher; and big, bold project work is a regular feature of school life. In addition, successful learners find their own ways to work with others too. They are the students who put together a band, get involved in an after-school activity or set up a study group. Successful learners know that, no matter how much they think they know, there’s so much more to find out about the world… and who better to learn from than the people around them? So why does being a good team player make you a successful learner? For a start, someone who likes to collaborate is going to have many more opportunities to discover whether they have any leadership potential. It’s no good wanting to be

a leader if no one else wants to work with you! Working with groups also provides students with opportunities to take on responsibility and to begin to understand the meaning of duty. Knowing that the success or failure of a group project depends on everyone’s contributions is a valuable lesson for young people to discover, and highly successful learners understand and act upon this. Consider also how teamwork is integral to sporting and musical success. The analogy with a winning football team or a famous orchestra is obvious, but it applies equally to individual sportsmen and musical soloists. Rafael Nadal may be a star in a solo sport, but when you hear him speak he always talks about his success in terms of ‘we’, never ‘I’. He has people around him to help him, such as coaches, nutritionists and trainers, but this would be pointless if he didn’t listen to them and follow their advice. He may be the guy on the court hitting the ball, but

he’s just as much a part of a team as someone playing football, hockey or volleyball. The same applies to a musical soloist. Even the greatest, most virtuoso piano concertos are written to be performed with orchestras, and even the greatest soloist in the world is going to sound pretty rotten if they can’t keep in time with the string section! In addition, there are of course some more pragmatic considerations. Universities want students who will be a part of and contribute to their communities, so they’re always more well-disposed to pupils capable of working with others and looking outside of themselves. Employers are the same – the most valuable employees are those who work well in a team and know how to compromise, accept others’ failings and see a bigger picture – all extremely valuable traits that successful learners gain from working collaboratively.

EDUCATION

FAMILY MATTERS

Successful learners love to learn inside and outside school

As we know, highly successful learners are fearless learners. This means that they’re not afraid of a challenge or of failure. However, it also means that they’re not afraid of new and different experiences, learning in unconventional ways or tackling issues and problems that seem overwhelming. They’re not afraid of being global citizens.

oving learning inside and outside the classroom manifests itself in a variety of different behaviours and attitudes. For instance, a successful learner is not upset when there’s a change of routine, classroom or teacher, or when they’re asked to do something different or unexpected. They’re able to deal with change in a positive way and don’t let a break from how things are usually done become an excuse for not doing their best. Mr Smith is absent? Okay, being in Mrs Jones’s class will be fun. Maths now instead of History? That’s fine, I have some catching up to do. You want me to stay behind after school to help finish a project? Sure, no problem, we need to get it done. At the same time, successful learners relish the chance to get out of the classroom. They thrive on excursions and field trips. They love to celebrate festivals and national days. They want to engage with the wider community. They can’t wait to go on their International Award journey.

They relish working with students from other schools, cities and countries at a Model United Nations conference. In short, they can’t get enough of new and different experiences. Keep throwing things at them and they’ll keep rising to the challenge. In addition, successful learners also look outside the classroom, both literally and metaphorically. In fact, they look beyond everything they know to the big, wide world outside. They’re the students organising a charity fund-raising event or getting a recycling programme started. They’re the ones who participate in International Award and Model United Nations. They’re the ones who join every club and society going. They’re the ones who truly engage with their local communities. In short, they embrace every opportunity that comes their way. And you’ll easily be able to recognise these successful learners. They’re adaptable and

flexible. They’re active, energetic and confident in the outside world. They’re not frightened of life (an important quality for international school students in particular) and show initiative. You’ll also be able to recognise in them a sense of duty and responsibility. They care about other people. They want to save the world. And for these types of learners, the opportunities are endless. They’ll be in demand from universities from around the world. And then they’ll be in demand from employers around the world. A positive, questioning, energetic outlook is what’s required in today’s global employment market, and even more so in the future. The successful business people, sportsmen, diplomats and artists of tomorrow are the successful learners of today. This is why they’re so engaged right now, both inside and outside school – it’s an extremely big world out there, and they’re learning how to be an important part of it.

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EDUCATION

FAMILY MATTERS

Successful learners love Support

Even the most resourceful, resilient and independent learners can’t do it on their own. They have families behind them who support and encourage them. This doesn’t mean that the successful learner doesn’t have setbacks – far from it – but they do always have someone there taking an interest in them.

o try to find out more about what really engages your children, which means more than simply asking them what they did in school that day. Encourage them to talk about their studies, but also about what makes them laugh, or what makes them angry in the world around them. Help them to see the benefits of working hard and don’t reward a lack of effort

Mark Angus

or encourage excuses. Don’t do their work for them, and certainly don’t tell them they’re terrific irrespective of what they do. Instead, celebrate success when it’s been earned and show them that you value endeavour as highly as attainment. Talk about the wider world and make helping others a regular part of family life. Give them opportunities to show responsibility

and to take the initiative. Help them to understand that one day soon they’re going to be running the world. After all, the successful learners of today go on to become the successful people of tomorrow – and isn’t that what we want for them all?

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 Former 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 includes a Post-Graduate Diploma in Acting from Mountview Theatre School, London, which was followed by six years as a professional actor in theatres throughout the UK. He gained his PGCE in Secondary English from the Open University and was previously the Academic Deputy Head at Westminster Cathedral Choir School in central London. He was at BISS from 2007 to 2011, becoming Principal in 2009. Mark Angus has written for the theatre and radio and published articles in a variety of journals on a diverse range of subjects, from Victorian crime to the theatre of Sophocles. His interests include literature, theatre, wine, sport and travel.

FAMILY MATTERS

EDUCATION

An education In English Marion Merrick explains the complexities of assessing language skills By Marion Merrick ESL Teacher The British International School Budapest, Hungary

ome years ago, having been asked to put together my order for equipment and books for the following year, I added to my list a crystal ball. This was not intended to be facetious! A part of my job at BISB entails interviewing and assessing potential new students to the Secondary school, and then making a recommendation as to whether or not I think they will be able to hold their own from the point of view of their ability in English. However, it is not simply a case of ascertaining their current level, but also attempting to predict the progress they can be expected to make in both the short and long term – this being particularly relevant the nearer they are to commencing the highly demanding International Baccalaureate course. Many prospective parents and their children regard the assessment to be taken in English, equivalent to a language examination, which will result in a pass or fail and thus determine their admittance (or otherwise) to the school. Still others consider that the raison d’être for sending them to an ‘English’ school is that they should be taught the language, and therefore need know little or nothing before they start. A great majority are convinced that by simply putting their child in a particular linguistic environment a process is set in motion, and that like the proverbial duck to water, their child will very soon be swimming with the best of their classmates. To begin with, any form of assessment gives only a part of the picture. For this reason there is a personal interview for prospective students, as well as the written papers. Meanwhile, a veritable myriad of factors plays a role in the rate of progress a student may make in the future. For example: how old is the child? An eight-year-old has still ten years of school life ahead in which

to master the language; a fourteen-year-old with only the rudiments, has just two years between them and I.B.’s 4,000-word Extended research Essay! A known expert in the field of language acquisition (Professor J. Cummins) reckons on just one or two years to develop communicative skills (i.e. speaking to others). However, he has revised up from five to seven years, the amount of time it takes the average beginner to attain the academically proficient level required to tackle the equivalent of the aforementioned Extended Essay. In practice, this means that in order to be of a level ready to start an I.B. course, a child would already have had to begin learning English by the age of nine or ten. Needless to say, there exists a wide variation between students, and this is where the many other factors come into play. For instance – what is the student’s first language? A German or Italian is going to find English a great deal simpler than a speaker of Korean or Arabic, where even the script is different, and where the two languages have few if any words in common. Do the student’s parents speak English? If so, the child may already have had some exposure to it, and can count on help and support with their homework. How outgoing is the child? An extrovert, sociable person will inevitably want to communicate with their peers, and will risk making linguistic errors to do so, thus learning more quickly. Does the child have spelling or other learning problems in their own language? These will not magically disappear when they start a new language, and will certainly slow down their progress. Does the student enjoy reading? Again, a liking for books will soon be transferred to English, speeding up their acquisition of new vocabulary. With older students it is useful to know whether they themselves wanted to come to an English language school: strong personal motivation

Marion Merrick

and determination must surely be the greatest contributors to the likelihood of success. Some older students already know where they would like to continue their studies after school, and are well aware both of the exertions they will have to make, and the eventual benefits of making them. More difficult to assess (though past school reports may help) is how adept they are at reading and writing in their own language. A person who has little beyond the basic communicative skills in their mother tongue cannot be expected to exceed this in the new language. All in all, it is a complex web of factors that contributes to the final outcome. What is incontrovertible is that it is not simply a question – certainly at Secondary school age – of throwing the child into the water and hoping they swim! Even a well-motivated, able student with support from home, from the ESL department at school, who is an avid reader and has a high level of proficiency in their mother tongue, is going to find it a tiring and demanding challenge. Inevitably, there will be long hours spent with a bilingual dictionary, and homework that takes classmates twenty minutes, may take the language learner several times that. It is important that parents and teachers do not allow the student to become exhausted by protracted evening study, as this can sap motivation and become counter-productive. Having said this however, it is interesting to note that many of the very best results in English examinations, both at GCSE and I.B. level, are frequently achieved not by native speakers, but by those with English as an acquired language! Yet this happy outcome – until we have a crystal ball – will have to rely on the sound judgement of an experienced language teacher, entrusted with making the best decision for the particular child in question!

itâ&#x20AC;&#x2122;s not simply a case of ascertaining their current level, but also of attempting to predict the progress they can be expected to make in both the short and long term

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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.

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MAKING SCIENCE FUN DEVELOPING A SENSE OF DISCOVERY IN THE CLASSROOM By Dr Craig Wilson

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t is the aim of Science to help students understand their environment and to challenge their preconceptions about the world. By making the endeavour enjoyable, students learn to nurture a sense of discovery, essential for success later in life.These are the words which so often greet a Science teacher as their students enter the classroom. It’s undoubtedly true that students enjoy doing practicals; and at the end of each module test, when my students are asked to answer the question “How could we improve this module for other students?”, “More practicals!” is a common response (although not as gratifying as “You can’t”, which isn’t that uncommon!)

excitement either. Take my current Year 7 class. They were incredibly excited to be carrying out a practical where they put some red cabbage in water, heated it on a Bunsen burner until some of the colouring had dissolved into the water, then added the solution they had made to an acid, an alkali, water and an unknown substance. But, as I pointed out to them, they could easily do this at home with some red cabbage, some water and a saucepan! So what’s the answer? For the practical I’ve just described, it doesn’t centre around heating cabbage in water, but on mixing what has been made with different substances, especially the unknown substance. It’s the spirit of

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By making the endeavour enjoyable, students learn to nurture a sense of discovery

So why do students enjoy practicals? The most obvious answer is that they’re an aspect of lessons which other subjects don’t (often) have available to them. They’re an opportunity for students to get out of their seats and do something… well, practical! But that can’t be the whole story. Most obviously PE lessons do this, but so can language lessons, history lessons and many others. Is it, then, that students are able to use equipment and substances (chemicals – but everything is a chemical really) which they wouldn’t normally be allowed to? But that doesn’t really explain the

discovery, of finding out the answer to a question. This makes science different. This is the spirit which drives all scientific endeavours and can also drive the young scientists in our care. As teachers we’re told that it’s important to share the objectives of each lesson with our students. Research shows that learners benefit more from lessons when they’re aware of the outcomes which the teacher is aiming for them to achieve. That is as true in Science as in any other subject, but as teachers we should be careful how we communicate our objectives to students. There’s a lot to be gained by sharing questions which need to be answered, rather than giving away the answers at the outset.

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EDUCATION dropping a tennis ball full of air and a tennis ball full of water and showing that they hit the ground at the same time, despite their different weights.

Practicals or demonstrations? If students only enjoyed practicals because they allowed them a break from the routine of lessons, that still wouldn’t explain why they also find demonstrations so enjoyable. Granted, students are always excited by the explanation of a demonstration, rather than the practical reason: “It’s just too dangerous for you to do.” I well recall carrying out the same demonstration for two different classes, one of which was new to me and one which had known me for a year. On the instruction “OK, now you need to go to the back of the room,” the class who were new to me barely moved… the class who knew me almost ran! However, the same sense of discovery can be used to keep students as interested during a demonstration as they are when carrying out a practical. I often refer to this as the showmanship needed by the teacher. This can put a lot of pressure on Science teachers. It’s important that they practise demonstrations beforehand, not just to ensure that they carry them out safely, not just to make certain they can do them correctly the first time, but also so that they can practise their patter and get the timing right in the same way an entertainer would. The second point here is crucial – making certain they can do them correctly first time. There are some experiments which are very difficult to perform (as teachers we’ve even been known to cheat!), and there are those which demonstrate a particular phenomenon which it’s crucial for students to appreciate. These are the experiments which we Science teachers should choose to carry out as demonstrations. As Science teachers we’re forever battling against misconceptions. As humans we create ideas of the world around us which allow us to explain everyday occurrences. Unfortunately our explanations, our models to use the scientific term, are often wrong when studied in detail. Physics is the science most beset by these misconceptions. Luckily, many students become highly engaged when their misconceptions are challenged. Present them with an unexpected result and they’re initially dumbfounded. Within a few seconds, however, they begin fighting back! This again makes their lessons fun. Examples can be as simple as

So does this mean that practicals and demonstrations are the only fun activities in Science class?

As Science teachers, we need to both engage students and challenge them, by making their lessons fun

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No. What the analysis above shows is that this isn’t true. As Science teachers, we need to both engage students and challenge them, by making their lessons fun. We should be aiming to mould our students into critical scientists before they leave our care. Two important aspects of that, now addressed in the APP (Assessing Pupil Progress) criteria for Key Stage 3 Science, are that scientific developments do not always produce benefits for everyone, and that there are questions which science cannot answer. These considerations are best addressed not through demonstrations or practicals, but through debates. Students in Year 7 are taught about the potentially lifesaving benefits of organ transplants, realised through scientific advances since the first successful heart transplant by Christiaan Barnard in 1967. They are then presented with the realities of so-called transplant tourism and asked for their opinions. This is challenging for 11-year-olds, but they clearly understand the arguments in question and the resulting debate is always hotly contested!

So, in the end, what is the role of practicals? Practicals should always be investigations. They should be opportunities for students to demonstrate that they can take systematic approaches to solving the questions their teachers pose them. Teachers and students should understand that it’s the process which is important, not the outcome. In almost all cases the experiments will have been performed before, but students should enjoy the sense of discovery nonetheless, since the outcome is new to them. That’s what matters and, thankfully, that will never be lost, because we’re presented with a never-ending stream of young people into our lessons. §

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

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

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

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

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

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

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

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

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

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THE IMPORTANCE OF SPORT IN EDUCATION By Kevin Foyle

The history of sport is as long as the history of mankind; we have always been actively sporting beings. Sport has shown itself to be a useful way for people to increase their mastery of nature and their environment.

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“if you can meet with Triumph & Disaster, and treat those two imposters just the same” T he ancient Greeks, Romans, Chinese and Egyptians all played sport in various forms. Many of the modern sports we enjoy have their origins in the English public schools of the 18th and 19th century, where leading educators, many of them classicists such as Dr Thomas Arnold of Rugby School, emphasised the importance of sport in education.

Rudyard Kipling

shown that fit and active children are very often happier and more successful in their academic work.

Sport has traditionally had two distinct but Sport as recreation is important not only for complementary roles fitness; children who are interested in schools, as well as in in sport are less likely to get involved drop the tv society in general. Mass in negative and dangerous lifestyle At the prime time of a participation in sport, options in their teenage years, child’s development which became widely particularly if they have a shared known as “Sport for commitment to a team. Their All” in the UK, has attitude is shaped by a peer group COMPETITION always co-existed with with a positive, mutual goal and Mirroring real life, the pursuit of sporting interest, and the sense of discipline children who have played excellence. In spite of and responsibility that goes with it. sports better understand the fact that we live in a modern society in period of rapid change, Sport in all its guises also plays an adulthood the importance of important role in teaching young sport in school has people respect. To enjoy most games remained undimmed RESPECT we need some form of opposition; and in many respects Sport teaches students without them the contest, whether has been brought into respect for team mates a recreational game of tennis sharper relief by the and opponents or a fiercely contested interlifestyles we lead in house basketball tournament, is the early 21st century. TEENAGERS impossible. Therefore we must Sport has always been appreciate and be respectful of our Encouraging sports from seen as a cornerstone opponents for the part they play. a young age helps teens of a healthy lifestyle. Similarly, students must learn to Schools have an avoid a dangerous lifestyle respect rules and authority: once important role to play again, sport is a safe and healthy in educating students endeavour where rules and the about the benefits of a healthy lifestyle through personal health and referee are a central element. Young people social education programmes and a wide variety soon learn that without them the activity simply of extracurricular activities, introducing them flounders, quickly descending into chaos. to the pleasures of sport and physical fitness and encouraging them to take part. In the last Sport, if delivered properly as a means of ten years, much has been written in the media developing healthy social interaction, has about the effects of modern living on levels of another important role in the education of our childhood obesity. Sport provides an antidote pupils. Those who have never played rugby, for as an enjoyable, active and often outdoor example, often find it difficult to understand alternative to the various computer- and TV- how such a physically tough and combative centred pastimes so popular among the young, sport can have such a strong and thriving social and indeed among adults. scene attached to it. It is not the purpose of this It is important that we get young people involved in sport, because good habits formed during childhood are very often habits that we maintain throughout our lives. There is of course room for computer games in life, but they too often become a recreational default, and they cannot fill the hugely significant role that childhood sport plays in assisting in vital physical development. More than this, many studies have

article to explain why, but rugby and many other sports are very good at bringing people together and breaking down barriers. Traditionally teams and their supporters partake in refreshments together after a school sports contest, and there’s no better way of promoting social interaction than bringing people with similar interests together over a meal or a drink. The highly competitive nature of modern society and everyday life is mirrored in sport because

EDUCATION competition is an intrinsic part of sport, and again sport provides an excellent learning environment. Very few other experiences in school can match sport’s ability to teach us how to, in the words of Rudyard Kipling, “meet with Triumph and Disaster and treat those two imposters just the same”. Another core element is being part of a team. This yet again illustrates that sport is a microcosm of life itself. Most employers rightly value the ability of prospective employees to perform well as part of a team. An important part of a child’s education must be to ensure that they understand the importance of successful relationships, where individual personal needs and desires are tempered and adapted to the needs of others. Furthermore, students should have a clear understanding and appreciation of the fact that they can very often achieve a great deal more through cooperation and teamwork than through their own individual efforts. Sport in school provides a myriad of opportunities for this to be experienced and reinforced. The role of sport in school is not confined to the benefits of mass participation in an open access sports programme. Most schools also do what they can to support the pursuit of sporting excellence. A broad programme of sporting activities creates a wide base of participants for a performance pyramid, which at its pinnacle has elite sports performance. The opportunities provided result in some students wanting to hone and further develop their sporting skills. These pupils play in the school’s top teams, where the best players are selected to play against their counterparts in other schools. Playing and competing in inter-school sport is part of pursuing sporting excellence, and approached the right way is a source of great pride to the

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participants and the wider school community. It is sometimes necessary for individuals to join programmes outside school to continue their development; we have a number of pupils pursuing their sporting dreams through intensive programmes outside of the school day. We happily and actively support them in these endeavours. No matter what their level, hard work in pursuit of improved results teaches students a great deal about the importance of self-discipline; improved performance rarely comes from anything other than focused hard work. Students also learn to take on responsibility for their training and performances, and undoubtedly also the need for perseverance in the face of adversity or failure. The path they are taking and the experiences involved can help them to develop a mental toughness which will prepare them for some of the pressures and stresses of modern life. It is no coincidence, as I review this piece, that many of the words we would all like to have attributed to ourselves and our children – respectful, determined, responsible, self-disciplined – feature prominently in this article. Sport has always been important in school, not just because it promotes a healthy and active lifestyle, hugely important in itself of course, but because it helps ensure that children get a rounded education. Very few other undertakings can teach us so much about the trials and tribulations of life in the real world, and equip us with so many invaluable life skills. Students will learn that that life is not fair; that it is often competitive; and that they can expect pressure in one form or another. Sport therefore still has an important role in educating young people in the 21st century because, as Thomas Arnold shrewdly observed, sport is “a formidable vehicle for character building”. §

Kevin Foyle

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FIVE SIMPLE STEPS TO UNIVERSITY SUCCESS By Jason Kucker

icking the right university for you and being accepted to it is no simple matter. Thereâ&#x20AC;&#x2122;s a wealth of schools and programmes out there to choose from, and wading through them can be a daunting task. There are a few simple steps that a student can follow, in collaboration with parents and teachers, which will allow you to set a target and work towards it.

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1. Choose your subjects wisely and work like you mean it

n many ways, preparation for the university admissions process begins before a student enters the International Baccalaureate Diploma Programme. This programme, which is typically completed during the last two years of secondary school, requires all candidates to take courses in six different subjects. There is, however, enough freedom in selection to allow a candidate to choose those courses which will put him in the best possible position for acceptance to a desired course of study at university. For example, a student who would like to pursue a career in medicine will typically choose to study subjects such as Biology and Chemistry. A student who would like to pursue a career in architecture will typically choose to study Physics, Visual Arts and Mathematics. A student who would like to pursue a career in journalism will typically choose to study History, English and one or two other languages, and so on. Many universities have specific subject requirements for applicants to certain degree programmes. This is why it’s important to consider target universities before finalising your IB subject choices. Once you start taking IB courses (and even IGCSE courses, to a lesser extent) the tape is rolling. Your school reports and predicted grades from your teachers will play a substantial role in determining which universities will consider accepting you. Now is the time to focus on your studies, meet all deadlines and present yourself as a serious academic. Don’t forget that you’ll need a teacher to write a reference for you.

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2. Be well-rounded, not two-dimensional

hile universities are interested first and foremost in an applicant’s academic record, there’s much more to making yourself desirable to a university than achieving outstanding academic results. Yes, you may have fantastic marks at school, but what kind of a person are you? Are you shy or outgoing? Would you characterise yourself as selfish or selfless? And if you chose the latter answers, what evidence do you have to support your claims? The International Baccalaureate Diploma Programme has a reputation for offering ‘the whole package’, which is a large part of its appeal to educational institutions the world over. Through completing programme requirements, students have the opportunity to expand their talents and show themselves to be well-suited to the demands of university life. For example, how can you prove that you’ve got good independent research skills? If you’ve successfully completed the IB Diploma Programme then you must have done an Extended Essay, a 4,000-word research paper complete with referencing and footnotes. How can you prove that you’re a critical and analytical thinker? If you’ve successfully completed the IB Diploma Programme then you must have studied Theory of Knowledge, a course concerned with epistemology, the nature and scope of knowledge. How can you prove that you’re a caring and concerned world citizen? If you’ve successfully completed the IB Diploma Programme then you must have done 150 hours of Creativity, Action and Service (CAS), a non-academic requirement based on personal growth through experiential learning. All of these bonuses will help set you apart from others applying for the same places as you.

To find the right university for you, it’s very useful to figure out what kind of environment you want to study in

3. Know what you’re looking for

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y the time you begin looking at universities, you’ll probably have a fairly good idea what subject (or subjects) you wish to study and what career you hope to pursue. Once you know this, you can begin to have a closer look at universities that offer the right degree programmes. That will help you narrow your options substantially. To find the right university for you, it’s very useful to figure out what kind of environment you want to study in. Do you feel more comfortable in a busy city or in a quiet university town? In your home country, somewhere you’ve visited or somewhere you’ve never been before? (Don’t forget – there are degree programmes taught in English all over the world.) Do you want to be five kilometres from the beach or from the ski lift? Are you looking for a big school with thousands of students in massive lecture halls, or a small school where you get to know your classmates and professors in a cosy classroom setting? Are extracurricular activities important to you, or do you want to focus strictly on your studies? Would you be more comfortable living on campus, in a shared flat or in your parents’ house? These may seem like trivial questions, but if you’re going to spend three to five years in a place, it’s important that you feel satisfied and comfortable there. Also, don’t limit yourself to universities with instantly recognisable names. Just because you’ve never heard of it doesn’t mean it isn’t an excellent institution. One way of checking this is to ask professionals in a given field what they know about a particular university. If you’re looking at a career in journalism, ask a journalist what he or she knows about universities X, Y and Z. Chances are you’ll get an honest response from a person who knows what they’re talking about. After you’ve considered everything above, there’ll probably be a few schools which really stand out to you, so research them. Check out their websites and the school library’s resources, and speak with your Careers/Higher Education Counsellor. If you’re still interested, request that they send you prospectuses and other promotional materials, speak to current or former students and if at all possible go visit them in person and take a tour. Most university admissions offices will gladly help you set this up.

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4. Know what they’re looking for

t’s also very important to consider whether you match the profile of a prospective student for your desired university. Do your marks meet their minimum requirements? In addition, many universities and specific degree programmes have special prerequisites when it comes to aptitude exams. US schools will be looking for the SAT (Scholastic Aptitude Test) and TOEFL (Test of English as a Foreign Language). UK universities will expect the BMAT (BioMedical Admissions Test) for students who wish to study medicine and the LNAT (National Admissions Test for Law) for those who wish to study law. You’ll have to study and register for these exams on your own time while keeping your IB marks up. When applying to universities, it’s good to think in terms of ‘safe schools’ and ‘reach schools’. In short, a safe school is one where you know you’ve got a very good chance of being accepted, let’s say 85-95 percent. A reach school may take you, but you don’t have the same degree of certainty, let’s say 25-35 percent. Yes, it’s good to set yourself ambitious targets, but only if they’re realistic ones. A student with a C average, for example, would probably be wasting her time applying to Oxford or Harvard; a harsh reality, but an important one to keep in mind. In the end, it’s probably wise to apply to 5-8 universities, with 10 the absolute maximum. If you’re applying to UK universities, you can submit a single application to five schools or programmes via the UCAS system. US universities have no centralised system, so you’ll have to complete an individual application for each school. In any case, you’ll need a letter of recommendation from one (or more) of your teachers and a personal statement in which you introduce yourself in terms of your strengths and goals. Make sure that these are the best they can be; along with your grades, they’ll be the primary means by which admissions officers will judge you.

It’s also very important to consider whether you match the profile of a prospective student for your desired university 5. Figure out financing

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t’s no secret that with higher education comes higher costs. School fees are just one aspect of this. Room and board, travel, textbooks –all raise the price tag substantially.

There are ways to finance your education without covering all of the costs yourself. Many universities and philanthropic organisations offer scholarships for the right candidates based on factors such as disability status, academic achievement, athletic ability and other talents. Some businesses also maintain links with universities and offer funding to students heading down a relevant career path. These can be found easily online or by enquiring at a university’s admissions office. Note that it’s extremely important to investigate these options early, as there may be special requirements to meet. Your nationality could also work in your favour when it comes to paying for your education. One little-known fact is that European Union citizens are exempt from paying fees at Scottish universities. Some schools may also take permanent residency in a state or country or a student’s ethnic minority status into account, lowering the cost further still. Finally, financial aid, grants, bursaries, work-study programmes and loans are available for those who need them. According to legendary basketball coach John Wooden, “Success comes from knowing that you did your best to become the best that you are capable of becoming.” Yes, these five steps may seem like a lot of effort, but when you consider the important role that your higher education is likely to play in determining your future success, it’s certainly effort well spent.

Jason Kucker

native of the New York area, Jason Kucker earned his BA from Binghamton University and his MS Ed from the City College of New York. He has taught English language and literature to Careers and HE Counsellor primary, secondary and university students in the United States The English International School and in Europe. He joined the EISP staff in September 2006 and has Prague, Czech Republic been an instrumental part of the school’s delivery of the IB Diploma Programme, teaching two English courses, coordinating CAS, teaching the Theory of Knowledge course and eventually taking on the role of Careers and Higher Education Counsellor in 2009. He is also Head of EAL and he enjoys all aspects of teaching English learners. Some of his proudest achievements have been leading the school’s CAS volunteer projects in Macedonia, Romania, Uganda and Ukraine. He enjoys cooking exotic foods, studying languages, and playing guitar, blues in particular. He lives with his wife Lada, their daughter Lily and their son Oliver near Prague.

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GETTING INVOLVED THE PARENT-CHILD RELATIONSHIP FOR EDUCATION SUCCESS By Travis Anderson

t is widely understood by academics, administrators and teachers that parental involvement is an influential motivator and a key factor in a child’s success.

The parent-child relationship during adolescence reflects an area of transition marked by significant interpersonal, social and biological development. Without the right support, this can have long-term implications for the academic achievement of a child. It is, therefore, crucial to identify the role that parental influence has on education at a secondary school level and the strategies available for parents to promote educational success for their children. Parental involvement translates directly into a remarkable 86 percent increase in academic achievement, and a child’s performance is positively affected by a strong relationship between teachers and parents. This form of parental involvement is called academic socialisation. It entails a close parent-school relationship that promotes positive student performance. At the start of secondary school, family-school involvement is associated with student achievement because it increases the probability of parental activity, including more interaction with the school and teachers. However, the extent of this success depends on the specific kind of involvement. Certain activities are more influential than others in promoting educational success. “Discussion of and interest in school-related activities at home had the strongest effects of all the parental involvement variables for science and achievement, with a 46 percent increase in academic performance.” (Voorhis, 2003)

STUDIES SHOW THAT LEVELS OF PARENTAL INVOLVEMENT IN EVERYDAY AREAS OF THEIR CHILDREN’S LIVES ARE GENERALLY LOW

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In secondary school, the most successful parental involvement strategies with the greatest effect on student achievement include: • Linking schoolwork to current events and discussing learning strategies with children

to direct their children’s adolescent schooling vary according to the parents’ level of school involvement. To help students in education, there are four types of effective parental involvement categories which have been proven in studies to promote student success:

• Communicating parental expectations for education and its value

1. School-based involvement: volunteering at school; communication between parents and teachers; involvement in school functions 2. Home-based involvement: engaging in educational activities at home – these could include educational films, field trips, etc 3. Cognitive-intellectual involvement: reflects the importance of strong school/home-based involvement and emphasises the parental role in exposing their children to educationally stimulating activities and experiences that tie together various educational functions at school 4. Personal involvement: includes attitudes and expectations about school and education and conveying the enjoyment of learning

• Making preparations and plans for the future • Fostering educational and occupational aspirations The question to ask is: How much of the time we spend with our child is directed towards academic success? Studies show that levels of parental involvement in everyday areas of their children’s lives are generally low: 6.5 percent monitor which films their children are watching on TV or at the cinema; 14 percent are involved in planning and scheduling activities; 16 percent in clubs and activities; and just 20 percent in their children’s choice of friends. Of greater concern is that similarly low levels are evident in the educational support of their children. Only 5 percent of parents take an active interest in the books they read; 16 percent involve themselves with homework; and only 26 percent are involved in the choice of secondary school courses. Involvement in the choice of higher education rises to 51 percent, although this occurs two-thirds of the way through their children’s educational career. Management strategies adopted by parents

Within a primary school context, schoolbased involvement is associated with child achievement because it is likely to include visits to the classroom and interaction with teachers. This interaction increases knowledge about the curriculum and increases the effectiveness of involvement at home. However, in secondary school, school-based involvement has been shown to change from class assistance to school attendance due to the parents’ level of knowledge of their child’s studies. This latter type of school-based involvement

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SO THE QUESTION WE SHOULD ASK IS NOT HOW MUCH WE DO, BUT HOW EFFECTIVE OUR ACTIONS ARE IN SUPPORTING THE ACHIEVEMENTS OF OUR CHILDREN

”

is less likely to provide secondary school parents with information about classroom content or the opportunity to create mutual respect between parents and teachers. With the increase in the value of education among parents this is beginning to change. The implementation of a strong parentschool relationship is a significant move in the right direction if we are to fulfil our role as effective educators and responsible parents to ensure the best possible future for our children. So the question we should ask is not how much we do, but how effective our actions are in supporting the achievements of our children. Which strategies do you employ? §

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EDUCATION

GAP YEARS FRIEND OR FOE?

ELLIOT RICHARDS AND HIS PARENTS DIDN’T KNOW WHAT TO EXPECT WHEN HE FLEW ACROSS THE WORLD FOR 8 MONTHS. HERE THEY DISCUSS WHAT IT WAS LIKE. Written by Mary and Elliot Richards

EDUCATION

FAMILY MATTERS

THE PARENTS

What are your feelings when you wave off your 18-year-old son at Heathrow Airport, knowing you wonâ&#x20AC;&#x2122;t see him for another nine months? Excitement, fear, trepidation and also a twinge of envy. In the late 1960s gap years were the prerogative of the rich, and Mummy and Daddy paid for a round-the-world trip before university. Our son worked part-time in a supermarket for three years to fund his dream trip, and although

we gave him a few contributions the major expense was his. He finished A-levels, secured his university place for the following September and in the middle of October flew off to pastures new! Interestingly, once he had left we were far more relaxed than I at least had expected. We had arranged that we wouldnâ&#x20AC;&#x2122;t expect phone calls or emails at certain times, thus relieving the pressure of no communication. He was a good correspondent and kept us informed of his movements with surprising regularity. The only thing we were not told about (until after the event) was the date of his bungee jump in Queenstown, New Zealand (the highest jump in the world) and his skydiving trip! He was absent for his 19th birthday and Christmas, the first one without the whole family together.

IN THE LATE 1960s GAP YEARS WERE THE PREROGATIVE OF THE RICH, AND MUMMY AND DADDY PAID

FAMILY MATTERS

EDUCATION

AS PARENTS, WOULD WE RECOMMEND A GAP YEAR? THE ANSWER HAS TO BE YES.

the whole family together. We just did Christmas slightly differently that year, he stayed with his uncle at Christmas, so we had phone calls on Christmas Day which helped. This was also the day he told us of his travel plans to visit Thailand, when the following day the tsunami struck! I remember thinking luck must have been on our side, had he decided to spend Christmas there... Thailand proved to be memorable. He travelled with his cousin whom he had not met before and spent time with the people in the mountain region of Chang Mai, ate whole frogs, lived in mud huts and rode elephants, as well as enjoying the infamous full moon party. What an experience. He loved Fiji and its islands, spending days living the simple life wearing a sarong. The photos sent home in albums will be treasured always, unbelievable memories that so many people our age are unlikely to experience. In hindsight he was extremely lucky, there were no bad experiences (that he has told us about!) and he returned nine months later a more confident, rounded individual. He had learnt how to budget, out of necessity. His social skills had improved; always quite shy, he had to make the effort otherwise the whole

experience would have fallen flat. His life experiences were invaluable, down to the people he met and the different cultures he lived in. My son now lives and works in Beijing, which is mainly due to the lack of opportunities for employment in a recession-hit Britain. It is something I donâ&#x20AC;&#x2122;t think he would have entertained without the life skills the gap year gave him. It takes a lot of courage and determination to go to a foreign country alone, knowing no one and not speaking the language. The only thing I would recommend, actually I would call it a necessity, is to arm them with a credit card. You have the reassurance that if there are huge problems they can always get a flight home. There were no big bills run up on it either, another very important lesson learnt. As parents, would we recommend a gap year? The answer has to be yes, as long as everyone is well prepared, adequately insured and reasonably sensible. We waved off a schoolboy in October and welcomed home a confident young man the following August. Relieved to see him unscathed and incredibly proud of his achievement. His memories will last a lifetime.

EDUCATION

THE STUDENT

A lot of gap year schemes offer you the chance to help local communities, but often in return for exorbitant amounts of money. I was always sceptical of such schemes, as you can never be sure where your money is really going. This was offputting for myself, although there are a lot of schemes out there which offer free rent and board if you help out, but which are not as well advertised. Looking on forums, such as the Lonely Planet Thorn Tree forum, will tell you all about such opportunities. Examples include helping rebuild the suburbs of New Orleans after they were devastated by Hurricane Katrina, and working for an NGO in India. Beware not to fall foul of local labour laws though. Before I knew it, I had booked my round-the-world flight, I had worked my last shift at the supermarket and I was being waved off by my parents at Heathrow.

FAMILY MATTERS

a consideration when taking a gap year, it’s time for you to make your own choices.

But what about university? Universities encourage constructive gap years, and suggest you defer a year and use it to mature and gain life experience. Lounging on a beach for six months in Bali is not constructive; working in your local bar for a year will not get you life experience. Having taken my gap year, when I arrived at university I was on a floor in my halls of residence exclusively of gap year students, and you could tell the difference between those who had had a gap year and those who hadn’t. I also found that I was mature enough to say no to going out the night before a deadline and that working diligently would reap benefits.

What about your What about my parents? friends?

for yearly exams through secondary Gap year. These had made me feel that jumping straight into university without a two words break or any real world experience be madness. I wanted to be compelled me to would more mature and experience more before embarking on a sevensqueeze out that things year architecture degree – a long time extra sentence in at university. my last A-level exam of the year The basics the summer after my GCSEs, before I embarked During I had a well-earned break working on the biggest trip on the tills at my local supermarket, and with my parents already saying of my life. I would have to support myself, I I had planned to go on a gap year since my parents took me to a Lonely Planet talk in London after my GCSEs. They talked about all of the opportunities on offer and all of the great experiences that I could have in any country across the globe. It helped that I also won a copy of their Australia guidebook... the seed had been planted.

Why? For everyone, the motivation to go on a gap year is different. For me, I felt that I had worked very hard during my time at secondary school, having to put in a lot of work to get my required grades. Years of revising

couldn’t rely on them to finance me. I was prepared to work, putting in the hours throughout my AS and A-levels (weekend only) to save up. This also looks good on your university application and shows you are self motivated, independent and not afraid of hard work. The planning of my gap year begun to take place in the summer after my AS levels, and after mentioning the idea to go on a gap year to some friends, they took an interest and in the end we all decided to go together. We all wanted roughly the same thing from our year out, something constructive, mixed with new countries, new experiences and the chance to meet people from all over the world.

They were supportive all the way, they just didn’t want me doing anything too dangerous and telling them about it beforehand. There was no set time to call home, I emailed now and again when I could, just to let them know what I had been up to, and I had a mini blog to upload a few snaps now and again. One of the worst things my friend did was arrange to call/text/email at set times. His parents’ frantic calls to the Foreign Office soon ended that. Other than that, parents shouldn’t be

Friends will always be there. When you get back, they will all be interested in your stories, what it was like and will all be jealous. To stop yourself from going on a gap year because of friends would not be wise.

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What to do, where to go? This depends on what you want from your gap year and what duration you want to go travelling for. This varies from person to person, but I would suggest going to places out of the summer holiday circuit. Round-theworld tickets allow you to travel to a number of destinations for a set price, and are usually flexible if you want to change your flight dates for free, giving you the option of extending your stay in places. For my own gap year, I did an amalgamation of work with a bit of travelling. I begun by spending two months in Australia and New Zealand, spending time over Christmas with family who live there, and this was purely the exploration and relaxation part of the trip. There was always the opportunity to do fruit picking in Australia but Australian immigration laws are very tough and gap year students frequently get rounded up and sent packing.

“

TAKE A GAP YEAR, SEE THE WORLD, BUT DON’T WASTE IT ON A BEACH

Tissentiam, Cuppliem in re omanum atrae dintius inem, cla L. manum qui ine conclem timissuam crur averion Iauderortus visited Fiji and California, where I publiis consum became a labourer. It was summer iam, clese tatus opublisterum time and I deres had theinopportunity atillertus, deessignato work outside on small projects. Sp. Dum esses inat vir licatriOver time I was givenque more responsibility consus Maet, dienihi, su with the chance of makingpubis, small ius dertifec moendiem design on dienihin projects myself. teliam decisions tideoratum This provided a good contrast to vistriti, Catquo elaturs untebes rushing around Australia auctatquere condiu iamand New Zealand got to experience Rommoand moIvidees? Ti. Publius California like que a local. While nocrenterus, quam et not itarbis as adventurous as volunteering in clego hum scricam incupio, nihi, sub-Saharan Africa,mandit. it still looks great ne es praestena, Serra on mydem CV and personal statement, inem horbi publicum omacrit relating perfectly my architecture L. Caudam non to dessimilis vo, degree. coente cone fuiti, Cate di iam publiis condem nesulis, stio, Ifuit? would recommend speaking Nos me que consigna, to someone who has satiam taken a et noverfe risulabula constructive and listening auci prioracgap tat year, in tusullaberi to own experiences, tips and setheir nicermili, serfirit ve, quam travellers sullemustales. Cupionc ularid ceris. Ostrum omnihic teatrit. Hemus My advice would be to take a gap sent. Ficia? Namdite, untertere year, see the world, but don’t waste dii senis, taris, que aucem nu it on a beach. You will only be octuris cheating cavehebati senatum issa yourself... vivis, comnernit, nos, silic ina, ne di sendeli, ut re abulegi lissena tursum inat. Caes At ina, Castia inter pules perureb atantidest grae notari ponsula nostiam enaribus

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EDUCATION

Academic honesty in the age of Google T

he advent of ubiquitous computing power and the dawn of the age of the Internet are perhaps the defining characteristics of our modern age. The effect that these extremely powerful tools have had on the learning environment, and the requirements of schools to adapt to them, can hardly be overstated.

By Mike Embley

EDUCATION

FAMILY MATTERS

EDUCATION

The student of today is burdened by a barrage of information in its rawest form

o begin, though, we must look back in time somewhat to the days of the first protouniversities. The term ‘university’ actually means a community of learners and scholars. The idea is itself based on the earlier idea of an academy, which itself derives from the first, at least to our knowledge, true learning community at Akademia in Greece. Plato founded a school of philosophy close to a temple of the ancient Greek goddess of wisdom, Athena. So when we trace back the routes of our learning we see that in fact they are based on philosophy and thought, not on simple collections of facts. This will be critical later on. We should then transfer our attention to one of the key skills of learning through time: reading. It’s not for nothing that books have been lauded through time, and before that the reading of scrolls, papyrus, clay tablets… Reading allows in-depth and thoughtful consideration of the issues at hand. Reading and listening with care and consideration are different modes of appreciating information, but in one sense they are the same. They force the student to engage with the material, and this is critical. Finally we come to the skills of the modern age: information technology, sorting, summarising and (horror of horrors)… skim reading! I jest about skim reading, but we will address that point later in this piece. To return to the modern age, perhaps the most vital skill that

students and adults alike need to learn is the sorting and evaluation of information. So much is instantly available, and a simple search can throw up literally millions of sources of information, making it extremely complex, challenging and time consuming to sort the good from the bad, the accurate from the biased, the relevant from the meaningless, opinion from fact, etc. Students must then address the depth and suitability of information that is found. A simple search for weather will throw up records of weather, weather forecasting services, weather disasters, weatherproof clothing and on and on. Even if they find the site on weather types and causes they’re looking for, the information will vary from the hugely simplistic to the highly technical world of computation fluid dynamics. The student of today is burdened by a barrage of information in its rawest form. Google is therefore an imprecise tool that one must learn, and often be taught, to master. Returning to our point regarding reading and the origin of learning communities back in Ancient Greece, the scholars of the past valued wisdom, thought and study above the simple accumulation and regurgitation of facts. It is here that a dependence on Google or a school environment that is not carefully managed can do a great disservice to students. The ability to copy and paste information without even reading it fully (we are back to skim reading), and almost certainly without considering and thinking about it, is a terrible temptation. It’s

EDUCATION

no wonder that so many students fall prey to it. Many teachers find themselves receiving work that has been directly copied, or changed just a little. Worse, the students have either not understood the work, have not taken the time to research it properly or have even simply handed in a web link as if that somehow represented their own endeavours. Academic honesty suffers in the age of Google, of course; but worse, academic achievement also suffers. There are now companies allowing teachers and universities to submit work to detect fraudulent or copied work being handed in. These are all well and good, but they don’t address the greater deficiency of thought that endless information can create. Students of all ages must be trained to master the tools, to learn to search efficiently. To use Google

and other tools for what they are, a means to an end rather than the end itself. Then schools must ensure that students are challenged to read, engage and become original creative thinkers, not mindless regurgitators of unfiltered junk. No one wants an artist who simply prints out someone else’s work… and anyone who has looked up ‘back pain’ on the Internet and immediately been ‘diagnosed’ with something fatal will be pleased that their doctors don’t use Google as their only tool and basis of training! The Internet and computers in general are phenomenal tools. They must be harnessed by us all on an almost daily basis, but they are not yet, and will not be for some time, a match for the human mind. §

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EDUCATION

understanding assesSment and levels Do you really know how well your children are performing? by Christine Armstrong

hroughout the world, a number of different levelling systems are used to help you know how your children are performing and how they compare to other children. Britain* and schools around the world following the British system base their teaching on the British National Curriculum. The National Curriculum was devised to standardise teaching in schools throughout Britain and, in turn, provide standardised ways of assessing pupils in order to make it easier to compare school success throughout the country. In Britain, children are levelled throughout their school careers. All good international schools following the British system level children using the same methods. This ensures that teachers, and thus pupils, schools and parents, know what progress a pupil is making throughout the school year, as well as year on year. The British system of assessment can sound complicated, but it’s not as difficult as it might at first look. There are two main types of assessment used in schools. Summative assessment allows teachers to see what the children

have learnt at the end of the learning process. This assessment is seen in the form of tests. A number of different tests have been devised over the years to help assess pupils. British schools use a range of these in any given subject. However, the tests that most British schools use at the end of an academic year are called SATs (not to be confused with the American SAT test, which assesses suitability for university). SATs (Standard Assessment Tests) are given formally at the end of Year 2 and Year 6 and are used to show a child’s progress and how they compare with other children born in the same year. Optional SATs are available for Years 3, 4 and 5, and schools may use these to identify a child’s level at the end of the academic year. In this way you can be confident that a school using summative assessment will be keeping a close eye on your child’s progress all the way through school. The second type of assessment used is formative assessment. This is an ongoing aid to learning and is based on both the teacher’s and pupil’s assessment of where they are at a given moment and what they need to do to move forward. It’s designed to provide learners

with feedback on progress and inform development. It can be used to identify any areas which would benefit from extra attention on the part of the student, or extra support from academic staff. The methods used are less formal than a test or exam. Formative assessment should be taking place all of the time in school, while summative assessments are more likely to happen on a term / end of unit basis. Good teachers are aware of a child’s level throughout the year, and many schools embed a range of formative techniques and summative tests, constituting a key part of the school’s ethos. Together, summative and formative assessment combine to provide a complete picture of a child’s level and progress within the school.

EDUCATION If your child is in a school following the British system with good formative and summative assessments in place, then their level will be clear. The final hurdle for parents unfamiliar with the British system lies in understanding the levels themselves. In Primary School, the National Curriculum is split into five levels ranging from level 1 to a potential level 5. A general guide to where an average pupil will be throughout their primary school life is shown in the table to the right. By the end of Year 6, when pupils finish primary school, the average child will be a Level 4. Each level can be split into three sub-levels: a, b and c. Sub-level ‘c’ represents a child who is only just managing to work within the level; ‘b’ represents a child working securely within the level; and ‘a’ represents a child working towards the next level. For example, an average Year 2 child should be a 2b by the end of the year, indicating they’re working securely within the level 2 range. An average Year 6 child is expected to be working at level 4b, and so would be working securely within level 4. The table to the right gives an outline of the sub-level a child should be at by the end of each year in primary school. While these levels and sub-levels are used to help assess how children are performing and the progress being made, it should be stressed that they’re indicators only. Finding that a child is working below or above these sub-levels tells a story that implies something may need to be addressed. In some cases this may lead to extra support and provision through the Gifted & Talented programme, or through additional learning support. Other factors, such as English as a second or third language or settling into a new school or country, also influence where a child is at any given moment in time. It’s the duty of teachers and schools to use their expertise to consider everything in context to best meet the needs of the pupils within their care, and to make sure that all pupils make excellent progress in school. *For the purpose of this article, ‘Britain’ refers to England, Wales and Northern Ireland, as Scotland uses an alternative curriculum system. §

Levels

Average Age of Child

Development Matters & Early Learning Goals

2-5-year-olds, working towards Level 1

Level 1

Average for 5-6-year-olds

Level 2

Average for 6-7-year-olds

Level 3

Average for 7-9-year-olds

Level 4

Average for 10-11-year-olds

Level 5

Above average 11-year-olds

Good teachers are aware of a child’s level throughout the year, and many schools embed a range of formative techniques Year Group

Age of Child

Sub-Level Target

5-6

6-7

7-8

2a/3c

8-9

3c/3b

9-10

3a/4c

10-11

4b or above

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EDUCATION

Ten must-read books for teenage girls

1 2 3

By Mark Angus

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

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

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

Noughts and Crosses – Malorie Blackman (13+)

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

EDUCATION

FAMILY MATTERS

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

5 6

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

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

8 7

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EDUCATION

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

Twilight – Stephenie Meyer (16+)

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

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

9 10 EDUCATION

FAMILY MATTERS

Vicky Angel – Jacqueline Wilson (12+)

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

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

FAMILY MATTERS

ASK THE EXPERTS

Budapest Adventures William Lower takes Family Matters on a tour of Budapestâ&#x20AC;&#x2122;s best family outings By William Lower

f you stand still long enough in Budapest, donâ&#x20AC;&#x2122;t be surprised if a festival sprouts up around you. Festivals abound here. And almost without exception, where there are festivals there are activities for kids. This is a very kidcentric society. A sense of strong family values is one of the pillars of Hungarian culture and, as a result, children are integral to many social events. Politicians around the world may espouse family values, but here they live it.

ASK THE EXPERTS

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Budapest Aquarium

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Budapest Children’s Railway

ASK THE EXPERTS

hile it’s far beyond the scope of this article to give a complete list and overview of all the festivals in Budapest, we can at least whet your appetite. And what better way to start than with a festival celebrating a national delicacy? You’re almost certainly familiar with foie gras, a famous French dish. What you may not know is that, after France, Hungary is the second-largest producer of goose liver pate. This past spring there was a festival celebrating this distinctive Hungarian delicacy, and what did the festival include? Cooking classes for children. Makes for a fun email to friends back in the homeland: “The kids are learning how to cook with goose liver pate. Life is good. How are things back home?” There was recently a festival promoting health by encouraging movement and activity to keep the spine in good shape. (How much time do you spend sitting at a desk and computer?) At this festival, there was a kids section, with playful exercises to get them going with healthy activities. One of the biggest festivals is the Christmas festival at Vorosmarty ter. It’s growing year after year and, as you can imagine, there are numerous activities for children, including

craft classes run by passionate and talented Hungarian artisans. This festival is a lifememory treasure trove for kids. Almost anywhere you go in Budapest, children aren’t just welcomed, they’re entertained. This society adores children. On weekends you’ll see many men with children in tow, whether in parks, walking the streets or doing the shopping. Many Hungarian fathers take this time to hang out with their kids and give the mothers a break. A weekend must-do in Budapest is to take in a matinee at the opera. Bring your children. Hungarians do. You’ll see evidence of this child centricity almost everywhere, from the prevalence of activity areas in retail environments including banks and restaurants, to complete child-run activities such as the running and operating of a small railway line. Yes, a railway. With the exception of the engineer (safety first!) the Children’s Railway that runs from Szechenyihegy station to Huvosvolgy is operated by children (age 10-14 and under adult supervision, of course). The Children’s Railway has a fascinating story and you can read all about it, as well as get timetables, directions and notices of special events on their website: www. gyermekvasut.hu/english. If there’s a love of old railways in your child (or the child in you),

FAMILY MATTERS

Almost anywhere you go in Budapest, children aren’t just welcomed, they’re entertained

” Budapest Zoo

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ASK THE EXPERTS

Budapest Aquaworld

there’s also the Hungarian Railway Historic Park, which has 50 vintage engines, many still operational, all housed in an old roundhouse. For information, go to www.mavnosztalgia.hu. Of course, no childhood experience is complete without a trip to the zoo, and in Budapest the zoo is more hands-on than most. Hand-feeding the giraffes is all but guaranteed to elicit shrieks of delight from children of all ages. Trying to pet the rhino may also end up with shrieks, though not of delight. That interactivity isn’t recommended, at least not by this writer. There are lots of daily programmes and activities, including snake petting should you or yours be so inclined. Recently, among the many spring births was a baby orangutan, the first there in a decade. Throughout the summer, the zoo also hosts many concerts and other activities. The zoo is easy to get to, near the Szecheny Thermal Baths, another must-do activity with kids. For information on the zoo, visit their website at www.zoobudapest.com/english. Do your kids like money? Then you’ve come to the right place. This isn’t the wealthiest nation in the world, but it does have a long history; and a long history includes a long legacy with money. The visitor’s centre at the Magyar National Bank has plenty of child-focused interactive, informative and entertaining displays, most with English-language options. Most parents agree that their children are priceless. Others say they’re worth their weight in gold. Well, here in the visitor’s centre, you can put your child on a scale and find out exactly what that amounts to, fluctuating gold prices notwithstanding. There’s a video room

with films about the history of money and currency in Hungary. The films have English subtitles and a chapter-driven, user-activated menu. If your kids (or you) enjoy a mystery, watch the video about the Gold Train. At the end of WWII, all of Hungary’s transportable assets were loaded on a train to be taken west to safety. It can be both fun and educational to explain to kids what it meant to try to sneak 20 tons of gold out of a country on a train during a war. Planners who build shopping malls always try to factor in something to entertain and occupy children. As a result, in Budapest you can plan some quality shopping time at many of the malls if you so desire. For example, the Compona Mall on the Buda side is also home to the Tropicarium Oceanarium, the largest sea aquarium in Central Europe and home to numerous fresh and salt-water species, including protected Hungarian fresh water fish. Of course, no aquarium is complete without sharks and here you’ll find sand tiger sharks and leopard and brown sharks swimming just an arm’s length away. On Thursdays between 3 and 4pm, you can also watch as certified divers (with perhaps more courage than brains) hand-feed these powerful eating machines. And in keeping with the Hungarian penchant for interactivity with the world around us, you can visit the ray stroking pool, where you or your supervised child can pet the southern thornback ray or the guitar ray fish. The aquarium also has a rainforest with a multitude of reptiles (including the North American alligator) and birds and, as happens

no childhood experience is complete without a trip to the zoo, and in Budapest the zoo is more hands-on than most

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Aquaworld (left), just on the outskirts of Budapest, is one of the largest indoor water theme parks in Central Europe and is open year-round. It has a variety of water activities for all ages, and events for both families and groups

in real rain forests, this rain forest has thunder, lightening and downbursts. You’ll be spared those, as will your children. For more information, visit their informative multilingual website at www.tropicarium.hu. In the spirit of prehistoric-looking creatures (such as the alligator), another mall, Mammut, built on a famous site of the 1956 Revolution boast 56,000 square metres of shopping and entertainment. It has a dinosaur theme, complete with life-size skeleton replicas. We all know kids love dinosaurs; but many also enjoy bowling and movies, and these can be found here too. Behind Mammut is Millennium Park, complete with little bridges, a theatre, fountains, ponds and a real treasure called (appropriately) the Palace of Wonders. This is a gem. Its theme changes each autumn, always with a sciencerelated focus. While you can find the relevant information on their website (www.museum. hu), I thought it appropriate to take a quote from their site to perhaps motivate you to visit it: “Visitors may run a race with the virtual champion, see the secrets of their body with a heat camera and try out dozens of pieces of equipment and tests. If they get tired, it’s possible to sit down and contemplate at the table of the Ogre.” Show me a kid who doesn’t want to sit with an ogre and I’ll show you a kid who might grow up to be one. Another great mall add-on for kids is the outdoor skating rink at West End mall on the

Pest side. A winter must. In a country with hundreds of natural hot springs, there’s no shortage of spas. And of course, wherever there are water activities, there are activities for kids. In Budapest itself, there are numerous spas. Szechenyi is a natural. With both indoor and outdoor pools, it’s open all year round. Even in February you’ll find families taking to the warm-water outdoor pools. Fed from natural hot springs, they have pools with circulating water jets that carry you and the kids in a swirling, constantly changing circular flow of aqua fun. At the St. Gellert Thermal Bath and Swimming Pool on the Buda side, they also have a kid-thrilling outdoor pool and water slides, although unlike Szechenyi, these outdoor pools are open only in the summer months. The indoor pools at the Gellert are a must-see, with or without children. Aquaworld, just on the outskirts of Budapest, is one of the largest indoor water theme parks in Central Europe and is open year-round. It has a variety of water activities for all ages, and events for both families and groups. Just a short drive north of the city on the Buda side, there’s also a free shuttle bus that runs from Heroes’ Square. For more information, visit www.aqua-world.hu. There are numerous spa towns throughout Hungary, and none of them ignore children. Siofok is a very popular spot for family aqua activities, as are the numerous towns on the shores surrounding Lake Balaton. In Balatonfured, you’ll find a very large aqua

amusement park. However, note the use of the word ‘popular’, particularly if you’re thinking of a jaunt down in July or August. Lake Balaton is the largest lake in Europe and, not surprisingly, is busy in the summer months. At the southwest end of the lake is a spa town, Keszthely, that offers a multitude of aqua activities for families. If one thing in life is true, it’s that kids love the water in warm weather. There’s no shortage of spots to take them in Budapest or the surrounds. For more information on spas and pools in Budapest, go to www.budapestgyogyfurdoi. hu. In central Budapest, Margit Island is a family mainstay. It’s a large park literally in the centre of the city. There are sports facilities, swimming pools, picnic-friendly parklands; and although it’s easy to get to by land, for many kids the magic of a boat ride makes the experience more memorable. From April to October, you can take a ferry from either Vigado ter on the Pest side or Batthyany ter on the Buda side. The boat stops at the northeast end of the island and again on the southwest side, near the pool complex. Taking the boat to the farthest tip on the north end and then walking back can be an hour-long trip or a day’s excursion. Whatever the activity, your stay in Budapest is bound to give your child something few children are privileged to get: a priceless life experience. Get out and enjoy. §

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The Champs-Elysees of the East by Susan Jeffries

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magine it’s 1896. It’s the thousandth anniversary of the Magyar conquest of the Carpathian Basin. The royal hunting grounds, a large piece of land in central Pest, have been converted into an expansive, English-style city park, Varosliget, the focal point of Hungary’s millennium celebrations. On the edge of the park, a massive square, Hosok tere, has been created for the magnificent Millennium Monument. On opposing sides, the Museum of Fine Arts and the Palace of Art face one another, with the awe-inspiring Vajdahunyad Castle and the stunning Szechenyi Baths a short distance away. A construction boom, unprecedented in any European city, has taken place and the city has been transformed into an architectural masterpiece.

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udapest, once referred to as the Paris of the East, is a spectacularly beautiful city and yet remains strangely off the radar of many European travellers. During the last quarter of the nineteenth century, it was the fifth-largest capital market in Europe and the wealth of the country was reflected in the metamorphosis that took place leading up to the millennium celebrations. One of the best ways to experience a taste of the history, culture and cuisine of this amazing city is to spend some time covering the 2.5 kilometres of the grand avenue that culminates in Hosok tere: Andrassy Avenue – the ChampsElysees of the East. Hungary’s capital offers some of the most remarkable surviving examples of neo-classical architecture in

Europe, and Andrassy is lined with superb specimens. That any buildings survived the battle of Budapest in 1945 is miraculous, as it was the secondlongest siege of World War II after Stalingrad. The vast majority of these buildings were damaged and fell into even greater disrepair during the unsuccessful revolution in 1956. The fact that the second half of the 20th century was a time of austerity under Soviet-dominated communist rule may have been a blessing in disguise. It meant Budapest’s buildings, although neglected, were not demolished and replaced, and today hundreds of these treasures have been restored, from national government buildings to museums to residential apartment buildings. Andrassy, a sycamore-tree lined avenue, has its base just a few minutes

Nestled among trees and sitting by the small lake in Varosliget is Vajdahunyad Castle

from Deak Ferenc ter, the central hub of the Metro system in the heart of Pest. At number 3 you’ll find the Communication Museum, a postal museum that contains 20,000 objects, while the library contains 15,000 books. It’s housed in a beautiful period apartment, complete with many of the original furnishings and fixtures from the turn of the century, and the apartment alone is worth the price of admission, which at HUF750 is a steal. Once home to affluent families and their servants, today many of these buildings serve commercial purposes. Along this lower stretch of Andrassy you’ll find luxurious retail outlets showcasing international designer fashions, shoes and jewellery, alongside elegant cafes and a myriad of dining establishments, both casual and fine. And be sure not to

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Budapest, once referred to as the Paris of the East, is a spectacularly beautiful city and yet remains strangely off the radar of many European travellers

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miss the shop selling products from Herend, Hungary’s worldrenowned porcelain manufacturer, which is currently celebrating its 185th year in business as well as the 160th anniversary of its showcase pattern, originally ordered by Queen Victoria in 1851. Continue a little further east along Andrassy and you’ll come to the Opera House. A striking neoclassical building, it’s well worth a tour whether you’re an opera fan or not. Adorned with paintings and sculptures inside and out, its auditorium is a showcase of frescos and gilt that consumed seven kilos of gold before completion. The story goes that the city had to seek permission to build from Emperor Franz Joseph (who also financed the

The view of Heroes’ Square from Andrassy Avenue

Marathon on Andrassy Avenue

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construction), and planners were given strict instructions that Budapest’s Opera House could not be larger than the one in Vienna. The Hungarians left, commenting to each other that the emperor “did not say it could not be more beautiful”. Directly across the street is another story. What stands today, waiting for the restoration and salvation the Opera House has enjoyed, is the former Ballet House, now empty and in disrepair. These two monumental structures are a very telling ‘before and after’ story. After all ruins, as well as restorations, can speak volumes. If you’re ready for a break, you can take your pick from a number of cafes. In the early 20th century Budapest was home to over 500 of these establishments, meeting places for artists, poets and writers. Next to the Opera House is the Callas Restaurant & Cafe, an art deco cafe that was superbly renovated in 2006. Or you can cross the street and stroll for another few minutes to the historic Muvesz, established in 1898 and still serving in grand style. As you continue up Andrassy, you’ll see the art-nouveau Parisi department store, recently renovated and now an expansive bookstore with arguably the most elegant cafe in Budapest, showcasing period fresco walls and ceiling and massive gold gilt mirrors. Worth a trip up the escalator just for the view.

Turn left at Nagymezo utca and you’ll come across Budapest’s Broadway, home to numerous exquisite theatres featuring everything from comedy to musicals to traditional theatrical fare. Hungary’s most famous comedian, Geza Hofi, commissioned a statue of himself here, which humorously turns Hamlet on its head. A definite must-see and a classic photo op. You may also want to check out the Moulin Rouge nightclub, the Mano Mai House of Photography and the Ernst Gallery while here. Another block east and to your right appears Liszt Ferenc ter, a tree-filled pedestrian-only square home to the acclaimed Franz Liszt Academy of Music and anchored by a fabulous giant bronze statue of the composer. Lined with a multitude of restaurants whose tables and chairs spill out onto the sidewalks, it’s a perfect place to enjoy lunch under the trees, with a

The Budapest Opera House is a striking neoclassical building

Geza Hofi, Hungary’s most famous comedian, commissioned a statue of himself on Budapest’s Broadway

choice of a variety of international cuisines. Two blocks past Oktogon is 60 Andrassy, once the home of the feared secret police offices and the jail cells which radiated underground for blocks, where prisoners were often tortured and sometimes killed. It’s now the Terror Museum, perhaps the most dramatic museum of totalitarianism anywhere, recounting the times of Nazi and Soviet occupation and the oppression of the Hungarian populace. While discomforting, the museum is definitely worth a visit. Oval portraits of victims of the failed 1956 revolution line the outside walls of the museum, with flowers and candles still regularly adorning the ledge below. The solid chain sculpture facing the entrance is a powerful symbolic reminder of what went on, both in this nation and in every other one behind the Iron Curtain. And don’t forget to look up – the contemporary cornice of the building, where the word terror is spelled in cut-out letters and is projected by sunlight onto the building facade below, is a sight hard to forget. If travelling with young children, you may want to skip the museum’s interior and cross the street to check out the schedule of the Babszinhaz, the Budapest Puppet Theatre. These highly professional artists have performed all over the globe, and

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Whether you take an hour or an entire day, a walk up Andrassy Avenue provides an excellent sampling of the grandeur Budapest enjoyed at the end of the 19th century

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although the performances are only in Hungarian, the music, puppets and skill of the puppeteers can be enjoyed by people of any nationality.

The next section of Andrassy, between Kodaly korund and Heroes’ Square, is nicknamed Embassy Row, with several embassies, along with many corporate offices, now inhabiting the former palaces of Hungary’s aristocracy. Also in this stretch is the Kogart Museum Restaurant, occupying one of these former palaces and seamlessly exhibiting contemporary art in a classical environment while serving exceptional cuisine as well. This former summer home is stunning, leaving one to wonder about its occupants’ permanent home. At Heroes’ Square, where Andrassy ends and City Park begins, is the striking Millennium Monument commemorating the arrival of Magyar tribes over a thousand years ago. Flanking the mammoth square are two of Budapest’s premier museums, the Museum of Fine Arts and the Palace of Art, both outstanding buildings in and of themselves. The Museum of Fine Art displays international art from antiquity to the twentieth century, and one could spend an entire day exploring the collections in the numerous galleries. The Palace of Art contains Hungary’s largest exhibition space, where temporary exhibits of contemporary art and sculpture are held. Ahead and to your right is Vajdahunyad Castle, nestled among trees and sitting by the small lake in Varosliget. Also built for the millennium celebrations, this complex of buildings reflects architectural styles from throughout Hungary. It was

Varosliget, the former royal hunting grounds, is a large piece of land in central Pest which has been converted into an expansive, English-style city park

meant to be dismantled after the commemorations, but due to its popularity it was instead rebuilt as a permanent structure. The Baroque section of the castle is home to the Museum of Agriculture and its displays are of interest to young and old alike. Opposite the museum is a replica of the Jak Chapel, a Benedictine chapel constructed in 1214 which still exists near the Austrian border. And nearby is the statue of Anonymous, one of Budapest’s most famous monuments and another great photo op. Further ahead and to your left is the largest complex of spa baths in Europe, the Szechenyi Baths, whose hot springs originate 970 metres below the surface. The facility is used yearround, including the three open-air swimming pools, an advantage of

having the hottest and deepest springs in the city. Once again, if travelling with children, the park and environs offer lots of kidfriendly options. The zoo, the circus and an old-fashioned amusement park line the north side, and the park itself is full of play areas, with kiosks galore selling food, drinks and toys. And when it’s time to head back to your hotel, hop on the underground, the oldest subway in continental Europe, fully restored to its original condition. Whether you take an hour or an entire day, a walk up Andrassy Avenue provides an excellent sampling of the grandeur Budapest enjoyed at the end of the 19th century. Restored and revitalised, this historic and cultured city is a worthy destination for even the most seasoned traveller. §

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Getting it right Crown Relocation offers tips for expat families by Crown Relocation

Jetting off to the right start Relocating overseas is an exciting experience, yet the flurries of preparation beforehand can overshadow one crucial consideration – how to give your relocation the best chance of succeeding. While there’s no way of guaranteeing success, there are steps you can take to give yourself the best possible start. Paul Retchless, Manager of Sales & Marketing at Crown Relocations, has put together some practical tips to help you along your way. Before you go… Research Time is a luxury that many people don’t have in abundance when it comes to relocating, but the more time you can put aside to do some research, the better. While the thought might be off-putting, it will pay dividends later on and help you to avoid mistakes.

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onsider what you would set up if you moved house in your own country, such as a phone line, the Internet and local services, and find out what information you’ll be required to provide in order to do this in your new location. If you’re using relocation specialists, your representative will be able to advise you accordingly and direct you to informative websites such as www.crownrelo.com; otherwise you should be able to find out more details and legal requirements from government and service provider websites. Find local places of interest Locating in advance places that you’ll need to go, such as a supermarket, can be a great time and stress saver. It’s worth marking them on a map so that you can find your way around when you’re out and about. Crucially, this also means you won’t need to rely on the Internet when you arrive. After all, it could take some time to organise phone lines and Internet access for your new home. This is also a useful way to help you establish elements of your current lifestyle that you wish to continue, such as going to a gym, cinema or restaurants. Continuing the activities that you’re used to will help you avoid feeling homesick. If you do find yourself feeling down or disappointed about the relocation, try to be realistic about the issues you’re facing, and don’t

simply stay at home. Find places you enjoy and establish routines that work for you. Learn about your new country It’s perfectly natural to experience culture shock when you arrive, so it can be very beneficial to prepare yourself for those differences. You may think that some countries have similar cultures to your own, but that doesn’t mean you won’t feel the effects of culture shock. No matter how alike the countries are, it can often help to take part in an intercultural training course to get a true understanding of the new culture. The more you know about your new surroundings, the better placed you’ll be to connect with the locals and understand the way the country is governed. If you can, visiting your new location before you move will also help you know what to expect. Explore every opportunity for employment Whether you’re relocating on your own or with your family, arranging a job from afar can be tricky, but don’t give up hope. The benefits of a stable job are clear. If you’re employed in your new location, you’ll become accustomed to the local area much more quickly. Working will help you establish a routine and build up your personal contacts. Try to stay focused on what you want to do, and get in touch with as many companies as possible so

It’s perfectly natural to experience culture shock when you arrive, so it can be very beneficial to prepare yourself for those differences

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Keeping in touch with loved ones can help reduce homesickness, which is crucial when you first relocate. Nowadays, there’s a wide variety of low-cost, quick and userfriendly ways to maintain contact

that you have something lined up when you arrive.

Once you’ve arrived…

Finding the perfect pad

Once you’re over the jet lag, you’ll undoubtedly be excited and full of enthusiasm about your new destination. You really should harness this energy as much as possible – now is the time to get your map out and explore the local area. This will immediately give you a sense of where you are, which will help to build your feelings of comfort and familiarity.

You’ll feel more settled if you have somewhere to call your own, but that doesn’t mean you need to buy a house! Simply find somewhere you can use as a permanent base, rather than rely on a hotel. If you’re relocating on your own and don’t like the thought of renting a property by yourself, look online for potential house shares. Remember to take into account the local area when choosing your new home. Make sure you pick somewhere with easy access to your job, suitable schools and local amenities that allow you to familiarise yourself with the area more quickly and get used to your surroundings. Secure school places Routines can be very important for children, so starting school shortly after you arrive can help both you and your children to establish a routine and settle in. By arranging a school for your child before the relocation, you’ll avoid a lastminute panic to find somewhere suitable when you arrive. If you have time to visit schools in the area, you’ll have a chance to explore the facilities, meet the teachers and get a feel for what kind of school you want your child to attend.

Explore

Don’t let distance keep you apart Keeping in touch with loved ones can help reduce homesickness, which is crucial when you first relocate. Nowadays, there’s a wide variety of low-cost, quick and userfriendly ways to maintain contact. The Internet is a great way of keeping the cost of staying in touch down. Software such as Skype allows you to phone people online for free for as long as you like, and if you both have webcams you’ll be able to see each other while you chat. Social networking websites such as Facebook allow you to share photos, have live chats and catch up on what’s happening back home. Make sure you keep your profile up-to-date so your loved ones back home can see what you’re up to and, in turn, keep you posted on the latest from them. Join expat groups Investigate local expat groups and make

an effort to join as many as possible. The members of these groups can be a vital source of encouragement, practical assistance and information to help you settle in. Expat groups are also a great way to build your support network and make friends, which can be particularly important if you’re in a country with a different first language to your own. Expats will be able to help you practise the language, as well as learn about the local culture. What’s more, you can use their experiences with local services, from dentists to tap classes, to find out the best places to use. Remember – they’ve been through the same process as you and will therefore know and understand what you’re going through, as well as the needs you might have. Don’t be shy about asking for help. Make it work for you Simply put, there’s nothing quite like research to set your relocation in the right direction. Seek as much assistance as you can to help to ease the burden, and get your friends and family involved in the process – they’ll be more than happy to help you get the best start you can. §

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Neil Jensen

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

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

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

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

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CHILDREN & BLOGS

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

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

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

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

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

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THE FAMILY UNIT

FAMILY MATTERS

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

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

a day in the park or maybe going on a camping trip (here’s a hint: you could even camp out in your backyard). There’s plenty of things a family can do together. Sometimes there’s one member who doesn’t want to go. If that’s you, forget about yourself and think of your family. Remember that you’re not always going to be living together. The time will come when people move out. Don’t miss out on the time you could be sharing. Make space for quality time together. Many households have both parents working. The kids come home from school to a empty house. And even if everyone’s home you can still be separated. There are so many electronic gadgets to keep everyone busy. Mobiles, gaming consoles, laptops, iPods, mp3 players, the Internet and more. All the things on the web that will keep you busy like blogging, chat rooms, Facebook and so on. There are so many things people can do to entertain themselves without their family. Most of these things can be addictive; people can become strangers in their own family. It only takes one family member to get the ball rolling. So if your family’s not as tight as it should be, you could be the one to change it. Don’t sit down one day and look back at the family time missed. You can’t go back and change it. §

FAMILY MATTERS

FINANCE

BANK OF MUM

DAD

FINANCING YOUR CHILD’S EDUCATION By Wade Dawson

FINANCE

any parents who come to Budapest on foreign assignment are unprepared for the high tuition at international schools (assuming their companies aren’t paying the bill). So if parents want to send their children to international schools, what’s the best way to plan financially for this? Unfortunately, if parents haven’t planned for this expense in advance, it may be a little too late to start a savings plan to cover these costs. However, there are options for coming up with the money in the short term (see below); and if they haven’t already, this should give parents the focus they need to start saving immediately for later years of schooling, such as middle school and high school if the child is still in primary school, and for university. They should consult a financial planner to discuss starting a savings plan or adjusting the amount of contributions.

Assuming tuition is USD15,000 a year, what do you advise for: 1) parents with one or two years to save for international school tuition? 2) Parents with five or more years to save for international school tuition?

EVEN IF YOUR CHILD IS LONG OUT OF DIAPERS IT’S NOT TOO LATE TO START SAVING

”

Those with only a year or two to save up should invest as much as possible right away in a high interest savings account or a fixed term deposit. These will guarantee a certain rate of return. The rate will be higher than that of a regular savings account, but will still be considerably lower than the rate you could achieve in an investment portfolio. However, due to the necessity of having the money available in such a short period, it’s not advisable to make a higher risk investment. For those with five or more years to save, there’s still time to start a savings plan with an initial period of exposure to high-risk (and potentially high-return) investments. Speak to a financial advisor right away to start such a plan.

Other than taking out loans, what else can parents do to insure they have money each year for school tuition?

There are a number of options available (varying considerably based on nationality) for funding tuition. Options include: • Dipping into retirement savings or putting less money into a retirement savings plan and

•

• •

•

• • • •

FAMILY MATTERS

redirecting funds towards tuition payments. Withdrawing money from a child’s university savings plan (some plans allow funds to be withdrawn tax-free for primary and secondary education). Of course, you’ll need a plan for making up the contributions in order to insure there’ll be enough money available to pay for university when the time comes. Funding fees out of current aftertax income by cutting down on other expenses. Starting a monthly savings plan to build up a lump sum (only applicable for those with sufficient time to save). Asking a third party, such as a grandparent, to contribute. This is a popular strategy in the US and the UK, where there may be tax benefits for such contributions. Utilising equity from a home or other property. Selling off investments or assets Taking personal loans to pay the fees. Paying with a credit card with a very low APR. However, you need to be certain you’ll be able to make the payments as scheduled. Otherwise, you’ll be penalised with a high APR and late payment fees.

FAMILY MATTERS

FINANCE

• Negotiating further with the employer to seek tuition funding as a benefit in kind. Before pursuing any of the above strategies, you should consult a financial adviser, as there could be significant implications for your long-term financial security. Additionally, international schools may offer a variety of financing options, including tuition payment plans. These allow you to stretch out the tuition payments over a year or longer. You should also ask schools whether they offer a cash discount for paying tuition in full by the due date. Check with the schools to determine what type of payment plans they offer.

For parents unaccustomed to paying tuition (for example, their child’s education was free at home), what advice can you give about budgeting for this new expense?

Although parents will have the new expense of international school tuition, they will likely have a lower cost of living in Budapest than they would in their home country. All the money saved from the lower costs of dining out, shopping and so on should immediately be directed into an education savings plan.

There are numerous other ways families can stretch their budget. This includes limiting travel, eating out less often, making coffee at home instead of buying from Starbucks and cutting back on clothing and gift expenditures. Some families decide it makes sense for the second parent to take up employment, though this may not always be possible due to visa restrictions. One of the best methods of budgeting is to start a regular savings plan. That means a set amount is automatically deducted from your account on a monthly basis. This leaves you with a set amount of money to spend each month and will assure that your savings goals are met. Those who spend first and then put the remainder into savings often find that there’s nothing left to put into savings at the end of the month.

What advice do you have for parents with more than one child in school?

If you have more than one child at a school, certain schools might offer a quantity discount on your tuition. If you also have children enrolled in college, you should ask their college financial aid administrators to review the financial aid package to make an adjustment for the private school tuition you’re paying for your other children. This may lead to an increase in the college

student’s financial aid package by decreasing the discretionary income figure used in computing the financial need.

In terms of saving for college, what can parents do now to save for the rising cost of college tuition?

Ideally, you’ll have started an educational savings plan for your child soon after their birth. But even if your child is long out of diapers it’s not too late to start saving. If you haven’t already, consult a financial adviser right away so you can start saving for the rapidly rising costs of university education. As proud parents, we all desire the best for our children. It’s obvious that to give them the best education you need to save early in order to afford the increasing costs. Also, it’s very important to have someone talk with you and plan out a simple programme to achieve your son or daughter’s educational dreams. Visit a financial consultant sooner rather than later, and start saving today.

ONE OF THE BEST METHODS OF BUDGETING IS TO START A REGULAR SAVINGS PLAN

”

diversification

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

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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FINANCE

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

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

FINANCE

“

FAMILY MATTERS

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

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

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

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

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

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

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

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

FAMILY MATTERS

HEALTH

Ensuring Recovery Treating basic sports injuries by SinoUnited Health

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

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

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

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

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

”

HEALTH

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

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

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

FAMILY MATTERS

make sure that you do not constrict the blood flow.

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

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

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Understanding asthma by Dr Jing Zhao, MD

hether or not a child suffers from asthma is related to both their allergic reactivity and the environment. Internal idiosyncratic factors and external stimulation both play decisive roles. Generally speaking, children are more prone to asthma attacks than adults. There are two physical characteristics of children suffering from asthma. Firstly, their airway can become narrowed (this is called stenosis) by even minor stimulation (a particular gas, cool air, etc). Secondly, the majority of children who suffer from asthma are easily affected by allergens and thus develop allergies. There are different precipitating factors causing asthma attacks. Respiratory tract infection is one of them. Most flu viruses cause the bronchial vagus nerve to tense up, leading to asthma. Allergies are the main causes of asthma attacks. For example, some pollen-allergic children get an asthma attack immediately upon contact with pollen. In addition, there is survey data showing that some asthmatic children not only suffer from asthma but also other allergic diseases, such as eczema, urticaria or drug allergies. Asthma can be classified according to the following causes: 1) Extrinsic asthma: obviously related to inhaled allergens; appearing and disappearing suddenly 2) Intrinsic asthma: where there are no obvious allergens to be inhaled; related to infections; onset is slow 3) Mixed-characteristic asthma: having both extrinsic and intrinsic factors; including exercise-induced asthma, which comes on after sporting activity 4) Drug-induced asthma: caused by drugs such as aspirin, the attack starts immediately after taking the medication. Some children have food allergies; attacks are caused by foods such as fish, shrimp, etc. Asthma attacks affect children, especially infants, most often in the winter, mainly because respiratory tract infections are common at this time of year. Asthmatic children often show allergic reaction symptoms. Some infants may have eczema for a long period, others may have allergic rhinitis, or hay fever, a blocked nose, sneezing or a runny nose, and some are prone to hives or allergic skin rash. Allergic conjunctivitis can also occur. Asthma attacks tend to hit, or worsen, at night; therefore, parents should know how to use

temporary asthma medication to help stop the attack as soon as possible. The procedure is as follows: 1) When you see signs of the onset of an asthma attack (for example, an irritating dry cough, sneezing, etc) you should give the child antiallergic medication to ease the attack, by using a Ventolin inhaler, oral Chorine Theophylline, Bricanyl or other equivalents. 2) You can give your child one more type of anti-asthma medication in addition to their usual medication. 3) If the asthma attack is severe, and despite initial treatment the child starts to have breathing difficulties, parents should immediately take him or her to hospital. Parents of children with asthma in their daily lives should note the following points: 1) To prevent influenza, try to avoid public places during flu season and avoid contact with flu-sufferers. 2) Keep the house dry and clean. Try to clear indoor dust as much as possible, keep the air in the room fresh and expose blankets to the sun often.

3) Avoid contact with allergens. If a child is allergic to pollen, it is best not to go to parks during blossom season, and the child should in any case always avoid flowers. 4) Keep your daily life regular and healthy. Eat fresh foods that are rich in nutrients and vitamins. Certain cold, salty or sweet foods may cause asthma and should therefore be avoided. Try not to eat canned food or snacks containing preservatives. Maintain a good mood; a positive attitude can enhance the confidence of children in fending off asthma. If you discover that your child has any asthma symptoms, take him or her to hospital for a check-up to find out the cause and the severity. Separate from medical efforts, children should also combat asthma by taking part in physical exercise. In good weather, parents should take children out to play football or badminton, go swimming and so on. In this way the child can become stronger, helping keep the disease under control until there is no longer any danger of future reoccurrence.

FAMILY MATTERS

HEALTH ask the experts

WHERE DO OUR

DREAMS COME FROM?

By Al Chambers Ph.D, Psychologist

HEALTH

enjoy my night dreams. It’s like going to the movies for free – but even better, because the dreams I have are more creative and stranger than any movie I’ve ever seen, and because sometimes I get to be a character in my dreams along with family or friends, something that never happens at the movies! And sometimes there are other humans or strange creatures with me, and every so often I can even fly – those are my favourite. But where do our night dreams (and our day dreams) come from? We can even wonder where and how our inner thoughts are created because, just like our dreams, our waking thoughts are also amazing, arising effortlessly on their own and leaving us with little power to predict or control them (although it may seem as if we’re in charge of them, we actually exert little influence). For example, if you stop reading this article now and let your mind wander for a few minutes, it could end up anywhere (we can’t predict it) – just like in our dreams. One way to consider the mind, source of our imagination, our ideas and our memories, is to think of a ping pong ball lottery machine – one of those glass boxes where all the numbered balls fly around crazily until a few randomly pop out the little hole. Now think of those balls as representing all the parts of who you are – everything you have ever learned, experienced and felt, everything that goes together to make up your personality, your moods, your feelings and your understanding of the world. All the bits and pieces of your life and history are still inside you (like the ping pong balls), and although you can recall or understand some of them, like remembering which drawer your socks are in or how to ride a bicycle, most of those thoughts and feelings are outside your conscious awareness. You will never recall or see them clearly, although they will continue to influence you in every moment of life.

Our night dreams are like those random ping pong balls shooting up into our awareness with little pattern or sense, perhaps relating to something timely and important, perhaps not. We never know what will show up, and although dreams may sometimes be amusing or frightening, they are only part of our imagination and not part of the real world. Our waking thoughts are also like those random night dreams, pushed up into our awareness with little conscious control on our part – except perhaps for the small portion of our mind that that can recall certain memories or things we’ve learned, such as the capital of France. But even this sort of thinking, like remembering the city of Paris, will bring many random associated thoughts (for another experiment, stop reading for a few minutes and start thinking about Paris. See where your imagination takes you – it may go to the Eiffel Tower, your plans for the weekend or how bored you are with this article). It’s only with study and practice that

we can start to influence our minds to concentrate, recall and retrieve relevant information and not be totally distracted, a handy skill if you’re taking an exam, having a conversation or driving a car. Therefore, some of those balls, these different sorts of thoughts, will reappear often, some rarely, some only in our dreams; and some will never come into conscious awareness. Many people with personal problems and struggles, feeling sad, afraid or confused, do not realise that their worries and fears are also only thoughts, and that although their current viewpoint may seem like the only possible way to see and interpret the world, it’s only one of an infinite number of possibilities. Also, we argue and fight with others because we strongly believe our ping pong balls have the right numbers and the other person’s numbers are wrong. That’s just silly, like arguing over whose night dream is the truest.

FAMILY MATTERS

Another of our big mistakes is holding on to conclusions – about the world, our families, our life, ourselves, our problems – as if they are somehow true and absolute and reflect the real world. Actually, all they reflect is our current ping pong ball combination, which can and will change. We don’t have to hold on to our conclusions; rather, we can simply see them as nothing but thoughts and realise that, just as in our dreams, anything can be created, everything is possible. Sometimes in our night dreams we create monsters, and very often in our waking thoughts we also create monsters (worries, fears, self-criticism, helplessness, blame, embarrassment). But remember that none of these are real. They are only the creations of our rich and wonderful minds, and usually the horrible monsters we imagine lurking around every corner turn out to be cute little puppies. It all depends on whether we hold on to our current numbers, or let them go and find others that are a little more satisfying! §

FAMILY MATTERS

HEALTH

The obesity problem

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. Luckily, in China we don’t have much fear of crime and lawsuits are less common. 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. Iron-fortified 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. §

HEALTH

FAMILY MATTERS

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

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

No new antibiotics are likely to be available in the near future to combat these ‘super bugs’, so what once were miracle drugs may soon become ineffective. By using antibiotics responsibly we can help to maintain their effectiveness for the future. If you’re diagnosed with a bacterial infection, then it’s important that you complete the course of antibiotics prescribed, even if you’re no longer experiencing symptoms. Eating pro-biotics such as those found in yogurt while taking antibiotics can help maintain the healthy bacteria in your digestive tract and minimise some gastrointestinal side effects. Rest to allow your immune system to fight alongside the antibiotic, and avoid alcohol during an antibiotic course. Remember that antibiotics can interfere with other medications so it’s important to tell your doctor what you’re already taking prior to starting a course of antibiotics. Cold versus flu Cold symptoms include sore throat, runny nose, congestion, cough and fever (more likely in children). Symptoms usually resolve within a week. Flu symptoms are similar but can come on quicker, be more severe and last longer (weeks): sore throat, fever, headache, muscle aches and soreness, congestion, cough and sometimes vomiting and diarrhea. While we have no cure for the cold and flu, we do have many

pharmacological and nonpharmacological means to treat the symptoms. You can discuss these options with your doctor. The discovery of penicillin in a mouldy old laboratory altered the course of history. Antibiotics became and remain a wonder drug for bacterial infections, but it’s important to remember they’re not a cure-all. Most viral and minor bacterial infections are self-limiting and don’t require antibiotics. The body’s natural defences will successfully eliminate many infections. It’s therefore essential to optimise your body’s ability to prevent or fight off infections and minimise their spread to others. A few healthy tips • Wash hands with soap and water or hand sanitiser after sneezing or coughing into your hands, blowing your nose, using the restroom, before meals, etc. • Keep hands out of your mouth and away from your eyes • Get a good night’s sleep • Minimise alcohol intake • Stop smoking • Drink lots of water • Eat a well-balanced diet including fresh fruit and vegetables • Exercise regularly • Get regular check-ups with your family doctor • Get a flu shot annually, prior to flu season §

FAMILY MATTERS

TRAVEL

Houhai Lake

pop into peking

Laura Westley explores the sights and sounds of Beijing after two years living there

TRAVEL

Zhengyang Gate

o many, Beijing doesn’t sound like the most obvious location to visit. It doesn’t scream family vacation and probably doesn’t appear on the list of top cities to visit in your lifetime – those would be New York, London, Paris, Hong Kong, San Francisco, maybe Las Vegas. However, having lived in the city for the past two years and having visited other cities in China, what I have discovered is a sprawling city full of culture, vibrancy and creativity.

The Great Wall

Guomao, CBD

When I look at China’s major cities, Shanghai and Hong Kong shout out as the tourist destinations. They fulfil the criteria that many set out in order to have a pleasant break: warm weather, bustling city environment, great city skyline and a cosmopolitan atmosphere, to name but a few. However, one thing that I feel they lack in comparison is the culture found in every crevice of Beijing. Known as the culture capital, it definitely has a lot to offer, with scarcely a major building of any age without at least some historical significance. Underneath the surface, this city epitomises China and what it stands for. Dodging the polluted skies and the variable weather, the perfect time to visit is in spring (which lasts a few short weeks in April and May) to avoid the scorching heat of summer, or in autumn (once again a few short weeks, in October) to avoid the mind-numbing temperatures of winter. Having had more than a few friends and family members out to visit, I feel I’ve worked the tourist circuit. A simple stroll around the streets allows you to be immersed in a true Chinese city: horse and carts walking the streets of Gulou, small single-storey buildings making up the hutongs of Nanluoguxing and Wudaoying, ice skating or boating on the lake of Houhai and Beihai, men and women carrying the most enormous stacks of wood, plastic or rubbish on the smallest of motorcycles, small food street vendors selling must-have guanbing or jianbing. All these images are caught up in the sea of dust that appears to cover almost every surface in the city – however, that simply adds to its character.

FAMILY MATTERS

Peeking over the top of walls and interspersed with dilapidated housing blocks, you can see the roofs of temples and traditional Chinese buildings, all still working as if they’ve been frozen in time and the city has formed around them. These contrasting buildings allow you to see Chinese traditions and the real China, rather than the modern facade that you sometimes see in other cities. However, this is not to say that Beijing isn’t modernising. One of the most famous sights of recent times, and an amazing architectural space, is the Bird’s Nest. Visiting this area, you can truly see the pride that Beijing and China took in the 2008 Olympics. The Bird’s Nest itself is a structural marvel, with cool steel lines

“

THIS CITY EPITOMISES CHINA AND WHAT IT STANDS FOR

FAMILY MATTERS

TRAVEL

criss-crossing to form a tight-knit building. The contrast of this huge stadium with the clear open skyline around it made it a centrepiece of the most expensive Olympics in history. On most major street corners you’ll see the emblem of the Chinese government, marking its stamp on grand official buildings. These lead into the CBD (Guomao), which is like many other business districts, with huge high-rise buildings and thousands of city workers striding through the streets. This area and the Sanlitun district give Beijing its modern edge and provide the easy break that many need when they want to find a little bit of Western normality. One of the most noticeable attributes of Beijing, and what really makes it stand out from other Asian cities, is space. Hong Kong has narrow streets, squeezing trams into the middle of them, making you feel as if you’re walking on a tightrope. Bangkok likes to fill every single area of pavement with a street seller, whether of clothing, food or insects on sticks – you can barely walk without being stopped to buy something. Vietnam likes to ambush you with motorcycles everywhere you go, congesting the roads with millions of people on their bikes. Whereas when you walk around Beijing you feel like everything has been stretched, everything is on a grand scale, with roads four or five lanes wide, appearing to go on for miles. It makes you feel as if you’re not walking in one of the world’s most populated cities (over 22 million people) but in a sprawling, sparsely inhabited town. If you hop on a bike, the cycle lanes are like your average car lane; the embassy district roads in Sanlitun and Ritan are colossal and tree-lined, creating a peaceful and calm environment. However, this all changes the moment you step into a car. When you arrive at the major ring roads, those huge wide lanes are jam-packed with cars, bumper to bumper, horns blaring – justifying the title of the world’s most congested city. The canvas of culture makes Beijing a remarkable city. The historical sites that fill it radiate tradition and customs. Each building, park or house gives you an insight into one of the world’s oldest empires. The most famous, a World Heritage Site and wonder of the world, is the Great Wall. This vast wall made up of a series of stone and earthen fortifications encompasses the city

and stretches as far east as Shanhaiquan, where it reaches the sea. Unfortunately, restoration of this magnificent human feat has been over-zealous in some sections. Badaling, for example, now has almost perfect stone paving, a Starbucks and a KFC. This definitely takes away the grandiose feel that should surround the area, making it difficult to truly imagine what it would have been like when the wall was being built. However if you travel to Mutianyu this feeling returns and you can begin to see the wall in all its beauty. If you’d like more of a challenge, heading to the section of the wall named Simatai provides you with the opportunity to climb the steps, literally! This part of the wall is very rural and restoration has not really taken place, making it a fascinating trip and a breathtaking walk. Closer to the city itself you’ll find temples emitting the smoke and smell of incense. These houses of worship are sanctuaries filled extensively with sculptures and traditional Chinese paintings. They almost seem to be museums, open to the public as well-kept dynastic cultural artifacts. They look incredibly distinctive with their highsloped black-tiled roofs and rich red and goldpainted wooden frames. The Summer Palace is a magnificent temple. As you meander around it, you’ll find the vista frequently changing. The halls, pavilions, bridges and temples, Kunming Lake and Longevity Hill, all blend together harmoniously in spite of their individual styles. It’s justifiably known as the ‘garden of gardens’. The most well-known palace in Beijing is the Forbidden City, sitting to the north of Tiananmen

Tiananmen Gate

TRAVEL

FAMILY MATTERS

Summer Palace

Temple of the Sun Park

Square and Mao’s Mausoleum. The Forbidden City was home to 24 emperors, reigning over the country for over 500 years. It was the centre of Chinese rule, and this is felt as you walk through the gigantic high red doors. Even these have a story to tell, with the strategically positioned gold knobs representing the ranks in the feudal hierarchy; rubbing them as you pass is supposed to grant you luck in your future endeavours. The Forbidden City is surrounded by a six-metre-deep moat and a tenmetre-high wall, and there are 9,999 rooms you’re able to look into. It’s advisable to walk away from the main path in the middle, as these narrower paths allow you to find hidden gems, like the rooms filled with Chinese porcelain and pots. The huge brass urns leading up to the steps in each section give a regal air, and the detailing of the ceilings of each room paints a picture of what life was like for the emperors living there. Upon leaving the Forbidden City, heading out the main back gates leads you directly to Jingshan Park. If you get there early enough you can hear women singing traditional Chinese opera. This park, like all parts of Beijing, has historical connotations: it’s famously known

as the site of the suicide of the last Ming emperor, the Chongzhen Emperor. Never have I been to the park without seeing men and women dancing, people playing musical instruments and people performing tai chi and exercising at various intersections – every part of the park reveals an aspect of local Chinese life. An amble to the top of the hill in its centre is the main reason for coming. From here you can look down and see the Forbidden City in all its glory. From the top of the pagoda the 360-degree view allows you to not only look at the Forbidden City, but also the rest of Beijing stretching out in front of you. Local food is definitely something you must try when you come to Beijing, and it’s usually on most visitors’ lists. When I arrived here I imagined the food would be like my average Chinese back in the UK… how very surprised I was! Don’t expect to find your chicken chow mein, sweet and sour chicken balls, prawn crackers and special fried rice. It appears the Chinese chefs in our home countries are fooling us. What you find here is true traditional Mandarin cooking. Don’t be shocked to find the odd chicken head or animal bones floating in your soup. Of course you can choose not to have those dishes; if you want to stick to the straight and narrow, head over to the many duck restaurants to sample the city’s most famous dish. Dumpling restaurants are dotted around the city; Maizaidian Lu is home to an incredible dumpling restaurant where you walk into what feels like a cave, plants dangling over your head, but sit down and eat an array of coloured dumpling dishes. Dim sum is also much loved here; a trip to the Lama Temple and then over to Jindingxuan, a very traditional-

looking three-storey building with an amazing dim sum selection, is a must. This restaurant is open 24 hours a day, 365 days a year. There’s always a queue no matter what time you visit, which speaks volumes. Once you’re seated, the service is so efficient that you feel as if they could prepare your food in their sleep. Local Chinese restaurants can also be found around the Sanlitun area, although this has recently made way for Western dining. If you wander down the adjacent road, look for an amazing restaurant called Middle 8; further down, there’s a restaurant with no obvious name that does the most amazing home-style Chinese cooking. If hutong dining is something you wish to tick off your list, head over to Dali Courtyard and then for a quick drink in Amilal to really immerse yourself in the Chinese way of life. The street comes alive with Chinese lanterns and neon lights, making sure you’re constantly reminded that you’re in China. For me, Beijing has opened my eyes to truly embracing what it means to be Chinese. When you look beyond the dust and dirt, you’ll find a city that’s rich in heritage and will always be. Coming to China and not visiting Beijing would be a mistake; and hopefully I’ve given you an idea of what you would be missing. §

hungary

legend county seat speedway freeway Main Highway Secondary HIghway

106 FAMILY MATTERS

LISTINGS

Listings accommodation Art ‘Otel A1 (86, b2)

1011 Budapest, Bem Rakpart 16-19 (06 1 487 9487) www.artotels.com Corinthia Grand Hotel Royal A2 (87, B3)

1073 Budapest, Erzsébet körút 43-49 (06 1 479 4000) www.corinthia.com Danubius Hotel Arena A3 (85, B4)

1148 Ifjúság Útja 1-3 (06 1 889 5200) www.danubiushotels.hu Danubius Hotel Spa Resort Margitsziget A4 (89, B4)

1138 Margitsziget (06 1 889 4700) www.danubiushotels.hu Four Seasons Hotel Gresham Palace Budapest A5 (86, B2)

1051 Budapest, Széchenyi István tér 5-6 (06 1 268 6000) www.fourseasons.com/budapest Hilton Budapest Hotel A6 (86, B2)

1014 Budapest, Hess András Tér 1-3 (06 1 889 6600) www.hilton.com Hotel Ramada Resort Aquaworld A7 (85, A3)

1044 Budapest, Íves utca 16 (06 1 231 3600) www.ramadaresortbudapest.hu Ibis Budapest Váci Út A8 (87, A3)

1134 Budapest, Dózsa György út 65 (06 1 329 0200) www.ibishotel.com InterContinental Budapest A9 (86, C2)

1052 Budapest Apáczai Csere János utca 12-14 (06 1 327 6333) www.budapest.intercontinental.com Novotel Budapest Congress Hotel A10 (86, C1)

1123 Budapest, Alkotás utca 63-67 (06 1 372 5400) www.novotel.com Sofitel A11 (86, C2)

1051 Budapest, Roosevelt Tér 2 (06 1 235 1234) www.sofitel.com

health Bethesda Children’s Hospital H1 (87, A4) 1140 Budapest, Bethesda utca 3-5 (06 1 364 9020) Open 24 hours

www.nonstopdentist.com, info@sosdent. hu Non-stop pharmacies: Déli Gyógyszertár H11 (86, b1)

www.bethesda.hu, bethesda@bethesda. hu

1123 Budapest, Alkotás utca 1/b (06 1 355 4691)

Dr. Rose Private Hospital H2 (86, B2)

Óbuda Gyógyszertár H12 (85, A3)

1051 Budapest, Roosevelt Tér 7-8 (06 1 377 6737) Available 24 hours via telephone to register an appointment www.drrose.hu, info@drrose.hu

1032 Budapest, Vörösvári út 84 (06 1 388 6142)

FirstMed Centers H3 (86, B2)

1015 Budapest, Hattyú utca 14 (06 1 224 9090) Mon-Fri 8am-8pm, Sat 9am-2pm, Plus 24-hour hotline www.firstmedcenters.com, info@ firstmedcenters.com Medicover Health Center H4 (88, C2)

1037 Budapest, Szépvölgyi Business Park, Montevideo utca 5 OR 1132 Budapest, Westend Healthcare Centre, Váci Út 22-24 (06 1 465 3100) Mon-Thurs 7am-7pm, Fri 7am-3pm www.medicover.hu, info@medicover.hu Optiris H5 (86, b1)

1022 Budapest, Lövöház utca 2-10 (06 1 345 8179) Mon-Sat 10am-9pm, Sun 10am-6pm www.optiris.hu, mammut1@optiris.hu Rózsakert Medical Center H6 (86, A1)

1026 Budapest, Gábor Áron utca 74-78/a (06 1 392 0505) Mon-Fri 8am-8pm, Sat 9am-2pm, Plus 24-hour hotline www.medical-center.hu, info@medicalcenter.hu Telki Hospital (environs of Budapest) H7 (84, b1)

2089 Telki, Kórház Fasor 1 (06 40 372 300) Available 24 hours upon appointment www.telkikorhaz.hu, info@telkikorhaz. hu Dentists: Pasarét Dental Clinic H8 (86, B1)

1026 Budapest, Pasaréti út 8 (06 1 488 7919) Mon-Thurs 8am-6pm, Fri 8am-4pm www.pasaretdental.hu, klinika@ pasaretdental.hu Profident H9 (87, C3)

1075 Budapest, Károly Körút 1 (06 1 342 2546) Mon-Sat 8am-9pm www.profident.com, office@profident. com S.O.S. Dental Non-stop Dentistry H10 (87, B3)

1061 Budapest, Király utca 14 (06 1 269 6010) Open 24 hours

For Pets: Animal Hospital Budapest H13 (87, A4)

1135 Budapest, Lehel utca 43-47 (06 1 350 0365) Open 24 hours with a 24-hour hotline www.budapestiallatkorhaz.hu Provet Veterinary Clinic H14 (84, b2)

1025 Budapest, Csévi utca 1 (06 1 394 1006) Mon-Fri 9am-7pm, Sat 9am-12pm, Sun 6pm-8pm www.provet.hu, mail@provet.hu

beauty A-list Salon & Spa Buda F1 (86, b1)

1026 Budapest, Szilágyi Erzsébet Fasor 27 (06 1 212 1946) Mon-Fri 8am-8pm, Sat 9am-5pm www.a-list.hu A-list Salon & Spa Pest F2 (86, C2)

1052 Budapest, József Nádor Tér 8 (06 70 615 1200) Mon-Fri 8am-8pm, Sat 9am-5pm www.dayspa-budapest.com Anemona Beauty F3 (88, C1)

1025 Budapest, Pitypang utca 11 (06 1 325 5384) Mon-Fri 8am-8pm, Sat 9am-3pm www.anemonabeauty.hu Zsidro Salon F4 (87, B3)

1062 Budapest, Andrássy út 17 (06 1 342 7366) Mon-Fri 8am-9pm, Sat 9am-2pm www.zsidro.net

community

Gerrards International Financial Advisors C4 (86, B2)

1051 Budapest, Arany János utca 16 (06 1 354 0010) www.gerrardsinternational.com Helpers Hungary C5 (87, C3)

1092 Budapest, Ráday utca 8 (06 1 317 8570) www.helpers.hu International Baptist Church of Budapest C6 (86, A1)

1025 Budapest, Törökvész út 48-54 (06 1 431 0033) Service held Sun 10:30am www.ibcbudapest.info International Church of Budapest C7 (89, B3)

1036 Budapest, Kis Korona utca 7 (06 1 789 4321) Service held Sun 10:30am www.church.hu International Women’s Club of Budapest C8 (87, B3)

1065 Budapest, Hajós utca 1 www.iwcbudapest.hu, iwcmembershipchair@gmail.com Jewish Synagogue of Budapest C9 (87, C3)

1075 Budapest, Síp utca 12 (06 1 413 5500) www.zsido.hu

Relocation AGS Movers R1 (85, C3) 1116 Budapest, Hunyadi János ut 162 (06 1 204 8674) www.agsfrasers.co.za Corstjens Budapest Movers R2 (85, C4)

1106 Budapest, Bogáncsvirág utca 5-7 (06 1 261 2651) www.corstjens.com Crown Worldwide Movers R3 (84, C2)

2040 Budaörs, Károly Király út 70 (06 23 507 757) www.crownworldwide.com Interdean International Relocation R4 (85, C3)

1211 Budapest, Szallito utca 6 (06 1 888 6750) www.interdean.com IRC Budapest R5 (86, A1)

American Chamber of Commerce in Hungary C1 (87, B3)

1051 Budapest, Szent István Tér 11 (06 1 266 9880) www.amcham.hu British Women’s Association C2 (86, B2)

1051 Budapest, Harmincad utca 6 (06 30 255 2710) www.bwa.expatshungary.com Dutch Club C3 (87, B3)

1055 Budapest, Szent István Körút 13 www.nlclubhongarije.com secretariat@nlclubhongarije.com

1022 Budapest, Bég utca 3-5 (06 1 326 7070) www.ircb.eu Move One R6 (87, B4)

1074 Budapest, Rákóczi út 70-72 (06 1 266 0181) www.moveoneinc.com

RESTAURANTS Becketts B1 (87, B3) 1055 Budapest, Bajcsy Zsilinszky út 72 (06 1 311 1035) Mon-Fri 12pm-1am, SatSun 12pm-2am www.becketts.hu

LISTINGS Café Vian B2 (87, B3)

1061 Budapest, Liszt Ferenc Tér 9 (06 1 268 1154) Mon-Sun 9am-1am www.cafevian.com Costes Restaurant B3 (87, C3)

1092 Budapest, Ráday utca 4 (06 1 219 0696) Wed-Sun 12pm-3:30pm & 6:30pm-midnight www.costes.hu Éden Vegetarian Restaurant B4 (86, C2)

1012 Budapest, Döbrentei út 9 (06 1 375 7575) Mon-Thu 7am-6pm, Fri 7am-3pm, Sun 11am-9pm www.edenetterem.hu Gerbeaud B5 (86, C2)

Robinson Restaurant & Café B15 (87, A4)

1146 Budapest, Városligeti Tó (06 1 422 0222) Mon-Sun 12pm-midnight www.robinsonrestaurant.hu Spoon Café Lounge B16 (86, C2)

1051 Budapest, Vigadó Tér 3 (06 1 411 0933) Mon-Sun 12pm-midnight www.spooncafe.hu Tabáni Terrace B17 (86, C2)

1013 Budapest, Apród utca 10 (06 1 201 1086) Mon-Sun 12pm-midnight www.tabaniterasz.hu The Kaledonia Budapest B18 (87, B3)

1051 Budapest, Vörösmarthy Tér 7-8 (06 1 429 9000) Mon-Sun 9am-9pm www.gerbeaud.hu

1066 Budapest, Mozsár utca 9 (06 1 311 7611) Sun-Thu 11am-midnight, Fri-Sat 11am-1am www.kaledonia.hu

Gundel the Restaurant B6 (87, A4)

Wasabi

1146 Budapest, Állatkerti út 2 (06 1 889 8100) Mon-Sun 12pm-midnight www.gundel.hu Kiskakukk Restaurant B7 (86, A2)

1137 Budapest, Pozsonyi út 12 (06 1 450 0829) Mon-Sun 12pm-11pm www.kiskakukk.hu La Pampa Steakhouse B8 (87, B3)

1065 Budapest, Bajcsy Zsilinszky út 21 (06 1 354 1444) Mon-Fri 8am-midnight, Sat-Sun 10am-midnight info@lapampa.hu Náncsi Néni Vendéglöje B9 (84, A1)

1029 Budapest, Ördögárok út 80 (06 1 398 7127) Mon-Sun 12pm-11pm www.nancsineni.hu Nobu Budapest B10 (87, C3)

1051 Budapest, Erzsébet Tér 7-8 (06 1 429 4242) Mon-Sun 12pmmidnight www.noburestaurants.com/budapesthu-HU Onyx Restaurant B11 (86, C2)

1051 Budapest, Vörösmarthy Tér 7-8 (06 30 508 0622) Open Tue-Sat 12pm2pm & 6:30-11pm www.onyxrestaurant.hu Pavillon de Paris B12 (86, B2)

Numerous locations: 1065 Budapest, Podmaniczky utca 21 B19 (87, B3) (06 1 374 0008) Mon-Sun 12pm-10pm 1037 Budapest, Szépvögyi út 15 B20 (89, C3)

(06 1 430 1056) Mon-Sun 12pm-10pm 1123 Budapest, Alkotás utca 53 B21 (86, C1) (06 1 487 5500) Mon-Sun 12pm-10pm www.wasabi.hu

Fitness A1 Wellness F5 (86, A2)

1023 Budapest, Árpád Fejedelem útja 26-28 (06 1 346 3030) Mon-Fri 6am-10pm, Sat-Sun 8am-8pm www.a1wellness.hu City Squash & Fitness Club F6 (86, A1)

1022 Budapest, Marczibányi Tér 13 (06 1 336 0408) Mon-Fri 7am-10pm, Sat-Sun 8am-10pm www.squashtech.hu Gold’s Gym F7 (86, B1)

1024 Budapest, Lövöház utca 2-6 (06 1 345 8544) Mon-Fri 6am-10pm, Sat-Sun 8am-7:45pm www.goldsgym.hu International Wellness Institute F8 (89, C3)

Leisure Academy Golf Club F11 (88, A2)

1037 Budapest, Perényi út 6 (06 1 630 9213) Mon-Sun 8am-8pm www.academygolfclub.hu Amusement Park F12 (87, A4)

1146 Budapest, Állatkerti körút 14-16 www.vidampark.hu Aquarena F13 (85, A4)

2146 Mogyoród, Vizipark út 1 www.aquarena.hu Budapest Zoo F14 (87, A4)

1146 Budapest, Állatkeri körút 6-12 www.zoobudapest.com Castle District F15 (86, B2)

Szentháromság Tér www.budapest-tourist-guide.com/ budapest-castle-district Challengeland Csillebérc F16 (84, B1)

1121 Budapest, Könköly Thege Miklós út 21 www.kalandpalya.hu Elevenpark – Hungary’s largest indoor playground F17 (85, C3)

1117 Budapest, Hengerhalom utca 19-21 www.elevenpark.hu Gellért Thermal BathS F18 (85, C3)

1118 Budapest, Kelenhegyi út 4 www.budapestgyogyfurdoi.hu Labyrinth in the Buda Castle F19 (86, B2)

1014 Budapest, Úri utca 9 www.labirintus.com Lukács Thermal BathS F20 (86, A2)

1023 Budapest, Frankel Leó utca 25-29 www.budapestgyogyfurdoi.hu

1065 Budapest, Andrássy út 1 www.budapest-tourist-guide.com/ andrassy-avenue IKEA Budaörs S5 (84, C2)

2040 Budaörs, Sport utca 2-4 www.ikea.hu IKEA Budapest S6 (85, 4B)

1148 Budapest, Örs Vezér Tere www.ikea.hu Mammut Shopping Center S7 (86, B1)

1024 Lövöház utca 2 www.mammut.hu Mom Park S8 (86, C1)

1123 Budapest, Alkotás utca 53 www.mompark.hu Premier Outlets Center S9 (84, C2)

2051 Biatorbágy, Budaörsi út 4 www.premieroutletscenter.hu Stop Shop Óbuda S10 (88, A2)

1032 Budapest, Bécsi út 134 www.stop.shop.hu Westend City Center S11 (87, A3)

1062 Budapest, Váci út 1 www.westend.hu

embassies EUROPE

Embassy of the Republic of Albania in Hungary E1 (86, A1) 1026 Budapest, Gábor Áron u. 55

(06 1 326 8905) Embassy of the Republic of Austria in Hungary E2 (87, B3) 1068 Budapest, Benczúr u. 16 Embassy of the Republic of Belarus in the Republic of Hungary E3 (86, C1)

Római Bath Resort F22 (85, A3)

1031 Budapest, Rozgonyi Piroska utca 2 www.budapestgyogyfurdoi.hu

Pesti Lámpás Restaurant B13 (87, C3)

Oxygen Wellness Naphegy F9 (86, C2)

Zugligeti Libego – Chairlift F24 (84, B1)

1053 Budapest, Károlyi Mihály utca 12 (06 1 266 9566) Mon-Fri 10ammidnight, Sat 12pm-midnight www.pestilampas.hu

1016 Budapest, Czakó utca 2-4 (06 20 393 4219) Mon-Fri 6am-10:30pm, Sat-Sun 8am-8pm www.naphegy.oxygenwellness.hu

1121 Budapest, Zugligeti út 97

1021 Budapest, Budakeszi út 5 (06 1 275 1396) Mon-Sun 12pm-11pm www.remiz.hu

High Street Shopping on Andrássy Avenue S4 (87, B3)

(06 1 479 7010)

Széchényi Baths F23 (87, A4)

1036 Budapest, Nagyszombat utca 1 (06 1 250 9068) Mon-Fri 6am-10pm, Sat-Sun 8am-9pm www.worldclass.hu

1055 Budapest, Vörösmarty Tér www.aviewoncities.com/budapest/ vaciutca

1146 Budapest, Állatkeri körút 12/a www.fnc.hu

1036 Budapest, Bécsi út 61 (06 1 367 3860) Mon-Fri 7:30am-8.30pm www.iwi.hu

World Class Fitness F10 (89, B3)

High Street Shopping on Váci Street S3 (87, C3)

National Circus F21 (87, A4)

1011 Budapest, Fő utca 20 (06 1 225 0174) Tue-Sat 12pm-midnight www.pavillondeparis.hu

Remiz Café & Brasserie B14 (84, B2)

FAMILY MATTERS 107

1146 Budapest, Állatkeri körút 11 www.budapestgyogyfurdoi.hu

SHOPPING Arena Plaza S1 (87, B4)

1087 Budapest, Kerepesi út 9 www.arenaplaza.hu Duna Plaza S2 (85, A3)

1138 Budapest, Váci út 178 www.dunaplaza.hu

1126 Budapest, Agárdi út 3/b (06 1 214 0553) Embassy of Belgium in Budapest E4 (86, B2)

1027 Budapest Kapás u. 11-15. III. em. (06 1 457 9960) British Embassy E5 (86, C2)

1051 Budapest, Harmincad u. 6 (06 1 266 2888) Embassy of Bulgaria in Hungary E6 (87, B4)

1062 Budapest, Andrássy út 115 (06 1 322 0824) Embassy of Croatia in Budapest E7 (87, A3)

1065 Budapest, Munkácsy Mihály u. 15 (06 1 354 1315)

108 FAMILY MATTERS

LISTINGS

Embassy of Cyprus in Hungary E8 (86, C2)

1051 Budapest, Dorottya u. 3. III/2-3 (06 1 266 1330) Embassy of the Czech Republic E9 (87, B3)

1064 Budapest, Rózsa u. 61 (06 1 351 0539) Embassy of Denmark E10 (86, B1)

Embassy of the Republic of Portugal in Hungary E23 (86, C1)

1126 Budapest, MOM Park C Épület, IV. - Alkotás u. 53 (06 1 316 2645) Embassy of Romania in the Republic of Hungary E24 (87, B4)

1146 Budapest, Thököly út 72 (06 1 384 0271)

1122 Budapest, Határõr út 37 (06 1 487 9000)

Embassy of Russian Federation in Hungary E25 (87, B3)

Embassy of Estonia in Budapest E11 (86, A1)

1062 Budapest, Bajza u. 35 (06 1 302 5230)

1025 Budapest, Áldás u. 3 (06 1 354 2570) Embassy of Finland, Budapest E12 (86, C2)

1118 Budapest, Kelenhegyi út 16/A (06 1 385 0700) Embassy of the French Republic E13 (87, A4)

1062 Budapest, Lendvay u. 27 (06 1 374 1100) Embassy of Georgia to the Republics of Hungary and Serbia E14 (84, b2)

1125 Budapest, Virányos út 6/B (06 1 202 3390) Embassy of the Federal Republic of Germany in Hungary E15 (86, B2)

1014 Budapest, Úri u. 64-66 (06 1 488 3500) Embassy of Greece in Hungary E16 (87, B3)

1063 Budapest, Szegfû u. 3 (06 1 413 2600) Embassy of Ireland E17 (87, B3)

1054 Budapest, Szabadság tér 7-9 (Bank Center, Gránit Torony) (06 1 302 9600) Embassy of the Republic of Italy in Hungary E18 (87, B4)

1143 Budapest, Stefánia út 95 (06 1 460 6200) Embassy of the Republic of Lithuania in Budapest E19 (86, B2)

1054 Budapest, Kálmán Imre utca 1 Regus House (06 1 475 1100) Embassy of the Kingdom of the Netherlands in Budapest E20 (86, A1)

Embassy of Serbia and Montenegro in Hungary E26 (87, A4)

1068 Budapest, Dózsa Gy. u. 92/B (06 1 322 9838) Embassy of the Republic of Slovakia in Hungary E27 (87, B4)

1143 Budapest, Stefánia út 22-24 (06 1 460 9010) Embassy of the Republic of Slovenia in Hungary E28 (88, B1)

1025 Budapest, Cseppkõ u. 68 (06 1 438 5600) Embassy of the Kingdom of Spain in Hungary E29 (87, B3)

1067 Budapest, Eötvös u. 11/B (06 1 342 9992) Embassy of the Kingdom of Sweden in Hungary E30 (86, B2)

1027 Budapest, Kapás u. 6-12 (06 1 460 6020) Embassy of Switzerland E31 (87, B4)

1143 Budapest, Stefánia út 107. (06 1 460 7040) Embassy of the Republic of Turkey in Hungary E32 (87, A4)

1062 Budapest, Andrássy út 123 (06 1 344 5025) Embassy of Ukraine in the Republic of Hungary E33 (84, b2)

1125 Budapest, Istenhegyi út 84/B (06 1 355 2443)

NORTH AND SOUTH AMERICA Embassy of the Republic of Argentina in Hungary E34 (86, A2)

1022 Budapest, Füge u. 5-7 (06 1 336 6300)

1023 Budapest, Vérhalom u. 12- 16. A . ép. II. em. 3 (06 1 326 0492)

Embassy of the Kingdom of Norway in Hungary E21 (86, A1)

Brazilian Embassy in Budapest E35 (86, C1)

1015 Budapest, Ostrom u. 13 (06 1 212 9400)

1123 Budapest Alkotás utca 50, B épület, II emelet (06 1 351 0060)

Embassy of the Republic of Poland in Hungary E22 (87, b4)

1068 Budapest, Városligeti fasor 16 (06 1 342 5566)

Embassy of Canada to Hungary, Slovenia and Bosnia and Herzegovina E36 (86, B2)

1027 Budapest, Ganz u. 12-14 (06 1 392 3360)

Embassy of the United States of America E37 (86, A2)

1054 Budapest, Szabadság tér 12 (06 1 475 4400) Embassy of the United States of Mexico in Hungary E38 (86, A2)

1024 Budapest, Rómer Flóris u. 58 (06 1 326 0486)

AUSTRALIA Australian Embassy E39 (86, C1)

1126 Budapest, Királyhágó tér 8-9 (06 1 201 8899)

ASIA Embassy of the People’s Republic of China in Hungary E40 (87, B4)

1068 Budapest,Varosligeti fasor 22 (06 1 413 2400) Embassy of India E41 (86, A1)

1025 Budapest, Búzavirág u. 14 (06 1 325 7742) Embassy of the Republic of Indonesia E42 (87, B4)

1068 Budapest, Városligeti fasor 26 (06 1 413 3800) Embassy of the Islamic Republic of Iran in Hungary E43 (87, B4)

1143 Budapest, Stefánia út 97 (06 1 460 9260) Embassy of the Republic of Iraq in Hungary E44 (87, A4)

1146 Budapest, Hermina út 41 (06 1 384 5071) Embassy of Israel in Hungary E45 (86, A1)

1026 Budapest, Fullánk u. 8 (06 1 200 0781) Embassy of Japan in Hungary E46 (84, b2)

1125 Budapest, Zalai út 7 (06 1 398 3100) Embassy of the Republic of Korea in Hungary E47 (87, b3)

1062 Budapest, Andrássy út 109 (06 1 351 1179) Embassy of the Republic of Lebanon in Hungary E48 (84, C2)

1112 Budapest, Sasadi út 160 (06 1 249 0900) Embassy of Malaysia E49 (86, A1)

1026 Budapest, Pasaréti út 29 (06 1 488 0810) Embassy of the Islamic Republic of Pakistan in Hungary E50 (84, b2)

1125 Budapest, Adonis u. 3/A (06 1 355 8017) Embassy of the Republic of Philippines E51 (86, A1)

1026 Budapest, Gábor Áron utca 58 (06 1 200 5523)

Royal Embassy of the Kingdom of Saudi Arabia E52 (88, B1)

1037 Budapest, Szépvölgyi út 35-37 (06 1 436 9500) Embassy of the Kingdom of Thailand in Hungary E53 (84, A2)

1025 Budapest, Verecke u. 79 (06 1 438 4020)

AFRICA Embassy of the Republic of Angola E54 (86, C1)

1123 Budapest, Alkotás utca 50 (06 1 325 3080) Embassy of the Egyptian Arab Republic in Hungary E55 (86, C1)

1125 Budapest Istenhegyi út 7/b (06 1 225 2150) People’s Office of Libya E56 (87, B4)

1143 Budapest, Stefánia út 111 (06 1 343 6076) Embassy of the Kingdom of Morocco E57 (86, A1)

1026 Budapest, Törökvész lejtő 12 (06 1 275 1467) Embassy of Nigeria E58 (86, A1)

1022 Budapest, Árvácska utca 6 (06 1 212 2021) Embassy of the Republic of South Africa E59 (86, A1)

1026 Budapest, Gárdonyi G. utca 17 (06 1 392 0999) Embassy of the Republic of Tunisia in Hungary E60 (86, A2)

1025 Budapest, Pusztaszeri út 24/A (06 1 200 8929)

AQUAWORLD

WATER THEME PARK SPLASHY EXPERIENCES IN WINTER AND SUMMER

The greatest dome covered water theme park of Central-Eastern Europe is open to its fun-seeking guests in winter and summer in Budapest! • • • • • • •

11 slides 17 experience pools kid’s world summer water world sauna world Bongo Kids Club children’s playhouse extreme sports – surng, trampoline, adventure park and much more unforgettable fun!

FURTHER INFORMATION Ramada Resort – Aquaworld Budapest

C|A H–1044 Budapest, Íves út 16. T|P +36 1 2313 760 | F +36 1 2313 779 E aquaworld@aqua-world.hu | www.aqua-world.hu

110 FAMILY MATTERS

FINAL WORD

All stressed out Practical tips for dealing with the stress of parenting

ecoming a parent is a life-changing event, and while bringing up children certainly can be a joyful experience, there’s no denying that it can also place huge stresses on you as a mother or father. Commonly recommended ways of dealing with stress in other areas of life tend to involve ‘getting away from it all’, such as visits to the gym or a game of tennis to release the tension. However, being a parent is a full-time job and it’s not always possible to take time out in this way. Your time is no longer your own to arrange as you see fit! Luckily, there are several ways of dealing with your stress that actively involve your children, and so are much easier to apply to your day-to-day life. You’ll also probably find that enjoying time with your children while simultaneously lowering your stress levels will deepen your bonds and strengthen your relationship. It’s not too hard to see that this is a pretty great thing all round. Once your child is old enough to walk, you’ll likely find yourself constantly watching out for them as they use their seemingly unlimited energy to explore both their environment and their own

physical skills and potential. This can sometimes be draining of the parents’ energy and a factor of stress, but why not use the situation to your advantage? Harness their energy and curiosity by taking them to a safe place such as a park or the open country, and join in with their games in the sunshine and fresh air. Exercise is a proven stress-buster, and outdoor fun with your kids is probably more enjoyable than a gym workout, and almost certainly less expensive. Plus nothing helps people take themselves less seriously than running along after a gleeful child and letting them take the lead in your games. Artistic expression is good for your child’s development, and also good for the parent’s soul. Join in with your child’s painting sessions, let yourself go and get as covered in paint as she does. You might not create a masterpiece, but you’ll have fun together; and this small reversion to your own childhood can provide relief from your stressed adult world. The aim isn’t to produce a great artist (and certainly not a tortured one), but simply to enjoy time together without a goal to reach or a deadline to meet.

In a similar vein, music can be another great aid in the battle against stress. Maybe the most obvious way of using music is to choose something mellow and relaxing, but this is unlikely to appeal to your child as much as it does to you, and so is perhaps best left until after they’re in bed and you can listen in peace. A better choice is a piece of music that has energy and encourages dancing. Your child will need no encouragement to get down and boogie, but maybe you will – try it, let yourself go a little, jump around a bit, and you can both laugh with each other and at yourselves. If you’re still feeling stressed, then head for your child’s toy box and choose the noisiest toy you can find. Something like a drum is ideal. Let out your pent-up frustrations by making a total racket – your child may be bemused at first but should soon enter into the spirit of things. One thing to bear in mind, though, is that this last activity is perhaps best conducted in the safety of your own home, and away from the eyes of non-parent adults who may not quite understand! §

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THE DEPARTMENT OF PEDIATRICS AWAITS YOU! General Pediatrics Kinga Jókay M.D. Orsolya Gudor M.D. Viktória Kemény M.D

Nutritionist Kata Koncz

Pediatric radiology Éva Kis M.D., Ph.D.

Pediatric allergy Adrienne Nagy M.D., Ph.D.

Pediatric orthopedics Imre Dreissiger M. D. Pediatric psychology Ildikó Baky M.Sc.

Pediatric gastroenterology János Bókay M.D. Gábor Veres M.D., Ph.D.

Pediatric cardiology Prof. Krisztina Kádár M.D., Ph.D. Pediatric psychiatry Judit Balázs M.D., Ph.D.

Pediatric endocrinology Ágnes Sallai M.D., Ph.D

Pediatric neurology Judit Jerney M.D. Pediatric Developmental Therapist Judit Moncz

RÓZSAKERT MEDICAL CENTER

www.medical-center.hu - http://www.facebook.com/rozsakertmedicalcenter Rózsakert Shopping Center 1026 Budapest, Gábor Áron u. 74-78/a. 3rd

hours: M-F: 8 a.m. to 8 p.m. SAT: 9 a.m. to 2 p.m. For an appointment please call: (+36 1) 392-0505

112

FAMILY MATTERS

School Life

essentials guide

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W W W . ESSENTIALSG U I D EB u d a p e s t . C O M