Warsaw Family Matters Magazine by the British International School, Shanghai

CHOOSING THE RIGHT SCHOOL Page 22

HEALTH Expat stress TRAVEL A Northern Territory adventure ASK THE EXPERTS Warsaw expat groups EDUCATION American vs British curriculum

MAGAZINE

FAMILY MATTERS

ISSUE 1

helping others to be the best they can be

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. CONTACT admissions@thebritishschool.pl TO ARRANGE A VISIT TO OUR SCHOOL OR TO ORDER OUR PROSPECTUS

FAMILY MATTERS

ISSUE 1

CHOOSING THE RIGHT SCHOOL Page 22

HEALTH Expat Stress TRAVEL A Northern Territory adventure ASK THE EXPERTS Warsaw expat groups EDUCATION American v. British Curricula

Family Matters Issue 1 Contributions welcome from all of the Warsaw community. Please contact admissions@ thebritishschool.pl for more information.

FAMILY MATTERS

MAGAZINE

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CONTENTS

”

EDITOR’S WORD N

ord Anglia Education and The British School Warsaw would like to warmly welcome you to our first Warsaw edition of Family Matters Magazine.

process of relocating to a foreign land and adjusting to expat life can be daunting, both before departure and after arrival.

In conjunction with our Essentials Guide, the Family Matters project began a little more than a year ago with the intention of providing expat families with a trusted resource that would help them in gaining a better understanding of the city they were living in, or about to relocate to.

In recognition of this, we launched the project, which at the time seemed a lofty goal. What we found, however, was a well spring of support from the expatriate community in both Shanghai and Beijing that made the endeavour a labour of love rather than a trial. The warm and enthusiastic reception we received in China paved the way for the expansion of the project to all of Nord Anglia’s

Our years of experience highlighted the fact that the

schools worldwide, thus allowing us to provide what we now see as an essential community service. Helping families better understand the issues they will face during their time abroad is something we have always done, but now we are proud to be able to offer this to the expatriate community as a whole, for the benefit of all. We hope you enjoy our first issue and find it useful. § Yours Truly The Family Matters Team

10 16 28 Making an educated choice

IB: The Best of Both Worlds

Education and the environment

Mike Embley explains the differences between the British and American curricula

Andrew Joy explores the benefits of one of the world’s most prestigious degrees

Nigel Archdale looks into the global climate change issue

CONTENTS

FAMILY MATTERS

22 CHOOSING THE RIGHT SCHOOl Kevin Foyle offers his insight into the importance and methodology of choosing the best school for your child

38 44 48 60 An Architectural Odyssey through Warsaw

Third Culture kids

GET Connected

Expat stress and quality mental health care

Anna J. Kutor takes Family Matters on a tour of some of Warsawâ&#x20AC;&#x2122;s most interesting architecture

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

Anna J. Kutor runs down the plethora of options for those looking to connect in the expat community

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

essentials guide

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Everything you need to know about moving to Warsaw, from those in the know. The guide covers everything from first arriving to housing and education.

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COMMENT

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COMMENT The paradox of modern times

When the going gets tough...

Is technology isolating us from our friends and family?

Some practical advice for ensuring long-term relationship success

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

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

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

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

PUBLISHER

The British School Warsaw admissions@thebritishschool.pl

CHIEF EDITOR

Travis Murray editor@bisshanghai.com

ART DIRECTOR

Travis Murray editor@bisshanghai.com

COPY EDITOR

Aelred Doyle aelred@gmail.com

CONTRIBUTORS

Nigel Archdale principal@thebritishschool.pl Anna Kutor anna.j.kutor@orangeimagery.com Mark Angus m-angus@bissnanxiang.com Kevin Foyle k-foyle@bisspuxi.com Wade Dawson wade.d@austenmorris.com Mike Embley mike.embley@britishschool.org.cn

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.

www.nordanglia.com/warsaw

The British School Warsaw Ul. Limanowskiego 15 02-943 Warszawa, Polska tel 00 48 22 842 32 81 fax 00 48 22 842 32 65 Entire contents ÂŠ 2011 by Family Matters Magazine unless otherwise noted on specific articles

MAGAZINE

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FeatureD Contributors

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FEATURED CONTRIBUTORS Nigel Archdale

fter 20 years of prestigious UK independent school headships Nigel was appointed to the Principalship of The British School Warsaw in 2008. Throughout his time in the UK, Nigel always enjoyed Principal the challenge of striving to make the schools he led as proactive The British School as possible in enabling every pupil to be fulfilled in and out of the Warsaw, Poland classroom. Since joining Nord Anglia’s family of schools, Nigel has enormously enjoyed the buzz and busyness of leading one of Warsaw’s top international schools. With some 800 pupils aged 3-18 supported by a large and extremely professional teaching and assistance team, The British School Warsaw is proud but never complacent at all its pupils achieve. Nigel and his wife Charlotte are also finding time outside their busy TBS routines to explore and document in word and film the fascinating cultural changes that are so evident as the Polish Republic continues to flourish as one of Europe’s dynamic new democracies. Nigel and Charlotte have three grown-up children living in the UK.

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.

Anna J. Kutor

nna J. Kutor is a Budapest-born freelance journalist and photographer with a passion for travel and a taste for unusual adventures. A background in international affairs, a penchant for writing, a love of image-making and a charming Polish man led Freelance Writer Anna to Warsaw, where she has been based since 2004. Anna has Warsaw, Poland done extensive reporting on her adopted homeland, highlighting historic landmarks and local cultural developments, including the architectural metamorphoses of Warsaw, the proliferation of cafes and wine bars and even the changing products of lace-makers in Koniakow. Her stories have been published in numerous print and online publications, including Warsaw Insider, Discover Poland, New Warsaw Express and the in-flight magazines of Wizz Air, Ryanair, Brussels Airlines and Air Baltic. Anna is in her element traipsing through the highways and byways of Central and Eastern Europe. When not travelling, she shakes off her itchy feet through cycling, jewellery-making and turning her camera lens on fast-paced urban life.

Mike Embley

ichael Embley graduated first in his class at the University of Leeds. He has led some of the most prestigious and successful international schools across the globe. He has worked in the UK, Executive Principal Taiwan, Venezuela, Norway and mainland China. He has also The British School of Beijing worked with governments, assisting them in curriculum design and Beijing, China implementation. A clear focus on the whole pupil, from academic achievement to sporting and musical success and, vitally, the health and social wellbeing of every student, have been hallmarks of the schools he has led. As Executive Principal of The British School of Beijing he has led the school to achieve outstanding examination results. The school has just completed a highly complimentary and totally independent inspection by the Independent Schools Inspectorate (ISI), the body that inspects all UK independent schools. As a father of four, he is always aware that student really means ‘someone’s child’ and it is perhaps this fact, above all, that informs his approach to school leadership. He has a keen interest in music and is also a world-class swordsman… but rarely finds the need to use this talent with his students!

Professor Deborah Eyre

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

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Making an educated choice Understanding the British and American curricula By Mike Embley Principal The British School Beijing

ny comparison of the two systems must start with the statement that one is not comparing like with like. The US doesnâ&#x20AC;&#x2122;t have a single educational system in the sense that England does. American schools do, however, have a number of accreditation bodies, who ensure that they have certain standards and fundamentals in common. US schools are also much more free to respond to the requirements, or indeed demands, of the local population. This means that special interest groups can have at times a significant effect on teaching requirements and the curriculum in those schools. This might lead to certain subjects, such as Biology, having additional strictures on what can and cannot be taught in schools. Schools in England, on the other hand, follow a single standard National Curriculum.

EDUCATION Teachers in both systems have a certain degree of personal freedom to develop their own preferred teaching style within the structure of the particular curriculum that they follow. The English National Curriculum specifies in some considerable detail the educational milestones that children should be reaching on a year-byyear basis as they progress through their school life. Children are regularly assessed in detail by teachers, who use a standardised set of criteria to assign levels to their progress. Nationally, standardised tests are also employed, and they are designed to give a very strong indication of how well a child is doing compared to national standards. In the US, the relatively recent introduction of the No Child Left Behind act has also seen the introduction of compulsory standardised testing in the majority of schools. The act was brought in to address America’s relatively poor performance compared to other developed

countries in terms of the academic standards of its students. International schools which follow the English National Curriculum use the same standardised testing regime and criteria as schools in England. This allows, for example, a British international school to compare and benchmark itself with the very best schools in the UK and to ensure that its standards are set at that level. Each child is assessed and set targets that are achievable for them. It’s important to note that schools are tasked with not only ensuring the progress of the very able, but also of those whose abilities are not at the top of the range. A student may not excel in national terms in all areas of the curriculum, but it’s important that schools ensure that each student does as well as they can and is challenged to progress at a rate over and above that they might achieve at an ‘average’ school. These targets are sometimes referred to as Golden Targets and are often used as criteria

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

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for parents to judge the ‘value added’ by their school. ‘Value added’ refers to the progress that students in each school make over and above the average progress that a child would be expected to make, and is an important element in school evaluation in the UK. In the US, students are compared using a variety of different standards throughout elementary school and high school. These vary from essentially IQ-based tests to tests which track progress through the curriculum based on tests of recall or understanding. The political landscape of the US is of course more varied than that of the UK, and this has inarguably had an effect on the way in which testing is viewed. International schools following a broadly USbased curriculum will generally choose one of the larger schools accreditation bodies. These are based in different regions of the US and have also broadened their responsibilities to include some overseas US schools. These bodies include WASC (Western Association of Schools and Colleges), NEASC (New England Association of Schools and Colleges) and SACS (Southern Association of Schools and Colleges), but there are others. They try to ensure that schools meet the AYP (Adequate Yearly Progress) targets specified in the NCLB act. Schooling in the US generally begins at the age of around 5 or 6 years old. The initial focus in kindergarten is on play-based activities, with a

transition to more formal structured learning occurring gradually as the child progresses through school. In many ways this is mirrored in the British system. Unlike in many areas of the US, however, a full system is in place for early years education. The Early Years/ Foundation Stage (EYFS) curriculum is centred on developing all aspects of a very young child, both social and academic. It monitors and assesses key developmental milestones. Parental communication is heavily emphasised in the EYFS. Play is of course emphasised in the playbased learning sections of the curriculum, as are areas of continuous provision such as outdoor play, water play, sand play, arts activities and books. Even before children can read it’s important to have books around so that they begin to develop habits which will lead to a lifelong love of learning. Moving into primary school, the key difference might be seen to be one of approach. The core areas of teaching in fact vary little. It is arguably the case that the British system is slightly more advanced in terms of maths and literacy, but in truth the variation between students is higher than that between the two systems. There is also a somewhat wider focus in the British system, contrasted with a more national focus in the US. However, again we find that the variation between teachers is wider than that laid down in the curriculum, with some US teachers considering it their duty to promote

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

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

a wider world view where they are allowed to do so. One key area, though, is that of tradition. Many British schools still have uniforms and an explicit emphasis on teaching good manners and social skills. Both systems, of course, aim to combat bullying and other obvious social ills, but in general it would be fair to say that many US schools from primary upwards are a little more free or informal than their British counterparts. Of course, this is neither good nor bad. Many parents may consider the teaching of good manners rather old-fashioned, or school uniforms a restriction of children’s freedom of expression. In response, the British headteacher might say that uniforms make for a family atmosphere and feeling of community, and reduce fashion pressure on both children and parents. There is no right answer to this issue,

of course, and neither system can be said to be superior. In secondary school (high school) the differences become more pronounced. Here by most standards the average British child is indeed one year more advanced in mathematics and language than their US counterpart (based on national average statistics). The differences in approach become even more pronounced, as schools across the US have a very different and more liberal approach than that of schools in the UK.

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

General standards in any good school in either the US or the UK will not vary hugely. The UK primary and early years system has proven to be highly successful in nurturing young minds,

Mike Embley

ichael Embley graduated first in his class from the University of Leeds. He has led some of the most prestigious and successful international schools across the globe. He has worked in Executive Principal the UK, Taiwan, Venezuela, Norway and mainland China. He has also The British School of Beijing worked with governments, assisting them in curriculum design and Beijing, China implementation. A clear focus on the whole pupil, from academic achievement to sporting and musical success and, vitally, the health and social wellbeing of every student, have been hallmarks of the schools he has led. As Executive Principal of The British School of Beijing he has led the school to achieve outstanding examination results. The school has just completed a highly complimentary and totally independent inspection by the Independent Schools Inspectorate (ISI), the body that inspects all UK independent schools. As a father of four, he is always aware that student really means ‘someone’s child’ and it is perhaps this fact, above all, that informs his approach to school leadership. He has a keen interest in music and is also a world-class swordsman… but rarely finds the need to use this talent with his students!

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helping others to be the best they can be WWW.THEBRITISHSCHOOL.PL

EDUCATION

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

CONTACT ADMISSIONS@THEBRITISHSCHOOL.PL TO ARRANGE A VISIT TO OUR SCHOOL OR TO ORDER A SCHOOL PROSPECTUS

IB 16

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The best of both worlds By Andrew Joy IB Coordinator The British International School Shanghai

n a diverse and multicultural city like Warsaw, we are always very aware that every student at an international school has their own unique set of needs and aspirations. However, when it comes to selecting a post-16 course, I believe that there are two fundamental requirements which are common to everyone. First, itâ&#x20AC;&#x2122;s essential that we offer a course which results in qualifications which allow every student to progress to the next phase in their education or career. The International Baccalaureate Diploma is unique in that it offers a truly international qualification which is not tied to any particular national system, leading to recognition by universities from all over the world.

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

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ith over 775,000 students in 138 countries, the IB is expanding rapidly and is seen by many institutions as the best pre-university course around. A strong IB Diploma can let students gain admission to one of the best universities in the world.

first time in their lives. Merely getting a student to a good university is not enough. The student needs to have the academic background and the study skills to enable them to thrive in that environment and then go on to build a successful career.

Even more important, though, is that we help students to develop the skills, knowledge and attitudes that will lead to a successful life. We are very conscious that when students have completed their secondary schooling at The British School Warsaw they must be ready to face the challenges of independent study at university or college, often living alone for the

In the International Baccalaureate Mission Statement, a stated aim is to “develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect”. This is in line with our own mission statement, in which The British School Warsaw is described as “an environment of respect,

intercultural understanding and integrity; a community where everyone feels involved, valued and successful; a place where individuals make a difference”. Certainly, the formidable combination of the top quality teaching and facilities at BSW and the highly regarded IB course is an excellent preparation for higher education. Every IB Diploma student studies six different subjects, which must include courses in language and literature, a second language, a social science, a natural science and Mathematics. They are also strongly encouraged to study one of the arts. This breadth of study helps to develop the sort

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The net result of a process which can take a whole year and several drafts and redrafts is a piece of work which is of greater quality and depth than anything they have ever done before

of well-rounded education which is demanded by our increasingly cosmopolitan globalised society. BSW offers an outstanding selection of subject choices. All IB subjects incorporate a coursework element, ensuring that a significant part of the assessment is based on applying the knowledge learned in class. The science courses, for example, are designed to provide a balance between understanding theory and practical experimentation. In subjects such as Visual Arts, the entire syllabus is coursework-based, meaning that learners are actually continuously creating art as well as studying it.

â&#x20AC;?

However, what particularly distinguishes the IB Diploma from other post-16 courses are three unique elements, all of which are geared towards developing the skills which will bring success in higher education and in later life. These are the Extended Essay, the Theory of Knowledge course and the Creativity, Action, Service programme.

our experienced teaching staff. Selecting one of their six subjects, they form a thesis question in a topic of their choice before embarking on extensive research. The net result of a process which can take a whole year and several drafts and redrafts is a piece of work which is of greater quality and depth than anything they have ever done before.

Students will find that in university there is an increasing focus on producing work which is well-researched and written to a high academic standard. Working on the 4,000-word Extended Essay allows them to develop some of those skills under the expert supervision of one of

The Theory of Knowledge course helps to develop analytical and critical thinking skills. Combining a philosophical approach with a more practical look at how knowledge is obtained in contrasting academic disciplines, it encourages rigorous thinking processes as well

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School Life

the british school Warsaw, Poland

admissions@thebritishschool.pl

www.nordanglia.com/warsaw

EDUCATION

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

”

as an understanding of different perspectives. Part of the assessment is by oral presentation, which develops important public speaking skills. The third of these special elements of the IB is the Creativity, Action, Service (CAS) programme, which aims to help students realise their potential to become leaders and organisers, as well as to establish their position as a contributing member of a caring community. It is a practical course which takes place outside the classroom and involves such varied activities as sport, drama, art, creative skills and community service. IB students take ownership of this process by initiating projects of their own and by reflecting on their own progress throughout.

CAS projects have produced some memorable moments. Within the Creativity component, CAS students have organised and compered a school talent show and our IB dinner parties become more creative and ambitious every year. There have been some unforgettable performances in music and drama, while other students have also made essential contributions to productions by working backstage on props and lighting. The Action part of the CAS programme has opened up opportunities to learn new sports such as canoeing, rock climbing and ice-skating, as well as take part in organised cycling trips and hikes. In the area of Service, links have been established with a number of charities, both locally and internationally. Our students have been involved in the practical work of organisations such as

Andrew Joy

Wonderlamp, Habitat for Humanity and the school-building project in Senegal and have also raised substantial sums of money for these charitable causes. All in all, the International Baccalaureate Diploma provides a coherent, yet varied, educational experience. The emphasis on independent inquiry and the demanding workload provide ideal preparation for higher education and promote attitudes that will stand students in good stead throughout their lives. §

ndrew Joy studied Philosophy and Politics at Keele University before training as a Mathematics teacher at Nottingham University. His first teaching position was at Telefomin High School IB Coordinator in Papua New Guinea as a VSO volunteer – a posting in which he The British International School took his first school leadership role as Subject Leader and which Shanghai, China involved him working in an extremely isolated location connected to the outside world only by a small village airstrip. Following a year teaching Mathematics in London, he then moved to the British School of Lomé in Togo, West Africa, where he enjoyed working for the next ten years. It was here that he began his twelve-year involvement with the International Baccalaureate programme, starting as a teacher of Maths and TOK before taking on the role of IB Coordinator. In 2007, he moved to The British International School Shanghai as head of the Mathematics faculty, and in August 2009 he took up his present position as IB Coordinator and Assistant Deputy Head. His interests include football, chess, opera and travel.

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School Life

EDUCATION SUPPLEMENT

Choosing Right School the

arents often ask me what to look for in a new school. Helping parents to select a public school in the British independent education sector was an important part of my role as a Preparatory School Head in the UK. Parents needed to choose from a dizzying array of single sex and co-educational options, from the highly academic Winchester College to a high-quality all-rounder like Millfield School. By Kevin Foyle, Principal THE BRITISH INTERNATIONAL SCHOOL SHANGHAI, PUXI

School Life

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â&#x20AC;&#x153;

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

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n the international circuit it’s also a complex and potentially difficult process, but at least in most cases you don’t have to decide between single sex and co-educational (boys and girls together), as most international schools are the latter. The decision-making process is further simplified if you’re looking for a particular national curriculum or national system of education. In Warsaw, as in most parts of the globe, the British and American systems are most prevalent, but many other systems are represented, as well as international options like the International Baccalaureate. You should of course try to gather as much information as you can, both directly from schools and from independent sources such as websites. Personal recommendations are best of all. Most schools will be happy to put you in touch with current parents from your home country to give you an insider’s view of the school and its performance. But be aware that the hard data available to you may be misleading. Mark Twain was, I believe, correct in stating that we should be wary of

“lies, damned lies and statistics”. Schools will always wish to portray themselves in the most favourable light and will make sure that any statistics they publish support this. Hard data from education authorities and governments should also be treated with care. For example, in the UK all state schools and secondary independent (fee-paying schools) are listed each year in school league tables published in national newspapers. Each year the top ten is dominated by highly selective, and therefore highly academic, schools. Having taught for eight years at Winchester College, arguably the most academic school in the UK’s independent sector, I can vouch for the outstanding levels of academic performance at such schools. What is not measured by such tables, which are based solely on pupils’ exam results, is the value added by the school. What was the starting level of the pupils, and how does that compare with their final results? Many argue that this is a far better measure of a pupil’s progress, and indeed a school’s success. Furthermore, these tables do not seek to measure a school’s all-round contribution to a child’s education,

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which is best seen in the atmosphere around the school, the general behaviour of the pupils and the variety of activities they enjoy. It is often (and I believe rightly) said that the pupils are the best testimony to a school’s success, which makes visiting a school and meeting them an important part of the process. A school’s facilities can also be used to seduce prospective parents, and can be very influential in the decision-making process. However, it does not necessarily follow that a school with outstanding facilities is of high overall quality. Facilities are of course important, and most good international schools boast excellent extracurricular facilities, such as a swimming pool, theatre, sports hall and playing fields. Most schools these days also have significant ICT infrastructure in terms of suites or laptops and interactive whiteboards. A word of caution is once again in order. Are these facilities used well? Do they support high quality teaching and learning? I strongly suggest you ask to see examples of student work in order to examine the sort of progress being made by pupils and supported by the facilities.

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

he single most important factor, I suggest, should be the quality of the people involved in the organisation. Over the years, when potential parents have put me on the spot and asked me to tell them why they should choose my school, my answer has always been staff, staff and, in the final analysis, staff. To be successful, a school has to have high quality professionals across the age range and the subject areas, dedicated to the task of bringing out the best in the children in their care. The best staff do not focus purely on exam results, despite their obvious importance. They also concern themselves with their pupils’ allround development. Most successful people are able to communicate and interact successfully with others. Interpersonal skills such as polite conversation, good behaviour and social graces and understanding and appreciating other people and cultures are therefore all-important. The staff create the right environment, and are role models with a hugely important role

in inspiring and developing children in many different ways. Good staff cater for each child’s individual needs and understand how best to motivate and support the children in their care, thus bringing out the best in them. A great deal can be learned about a school through careful research and analysis of data, but to make an informed choice a visit is vital. Your reaction to what you see, hear and feel when you visit should determine your final decision. You will be introduced to lots of people, hopefully including the principal or the heads of school. Ask lots of questions, and make sure you get full and convincing answers on issues that are important to you and your family. During your visit, also ask yourself some questions. Would you be happy to entrust your children’s education and wellbeing to the people you meet? What is the atmosphere like? Is it purposeful? Are pupils and staff respectful of each other and communicating well? Are the pupils happy? Would you be pleased if your

Kevin Foyle

children conducted themselves in the same fashion? Ultimately it will come down to your gut reaction. Does the school feel right to you? And, if your children are mature enough to be involved in the decision, does it feel right to them? If the answer to these questions is yes, and the school provides the right curriculum in your language of choice, you have probably found the right school. However, if there are a number of things you immediately take against or that conflict with your own core values, then I strongly advise you to keep looking. Choosing the right school is not an exact science, but with a little background work, some searching questions and a thorough visit, you can look forward to enjoying a happy and productive partnership with your children’s new school.

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

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ENVIRONMENT By Nigel Archdale, Principal The British School Warsaw, Poland

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limate change seems to be on almost everyoneâ&#x20AC;&#x2122;s mind. Climate change conference delegates grapple with the complexities of striving to protect our fragile planet. Northern hemisphere winters have changed after a series of balmy winters, prompting complaints from some that they have begun to feel short-changed by the lack of the proper winters remembered from their youth. Real winters have reappeared to banish illinformed comment about lack of snow in recent years being entirely due to global warming.

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dleness and poor information are, in my view, two major threats to the very future of our human race. We must do something to bring out a real sense of urgency and engage everyone to act before the tipping point is past, the ecological balance of our planet is skewed and any lingering hope from climate conference communiques is dashed for ever in the dust of man’s desire to self-destruct for shortterm fiscal gain and the pointless pursuit of a myopically xenophobic international balance of trade. In all the churn and challenge of this debate there runs one vein of hope that I think is richer and more tangible than anything to be found among even the most zealous of climateers. That vein, or perhaps it should be better described as an artery of life-giving blood to the ageing celestial body that is our planet, is to be found in all our children. Our children, and their children and their children’s children, will have to live with the consequences of a future over

which they have had no say and even less influence. We trade today upon their unrealised hopes and dreams with all the sensitivity of purveyors of nightmares rather than responsible providers of principle and promise. This cannot be allowed to carry on. The weapon that we all possess within our armoury of anxiety at this time of global environmental change is almost as timeless as time itself. That weapon is more powerful than the sword or bomb, and has the real power to change minds and bring about radical solutions at times when such radical thought is the only avenue that offers any real sense of hope for the future. The weapon to which I refer is, of course, education. All of us privileged to work in the world of primary and secondary education are not only laying the foundations for the free-thinking individual adults that all our students become, but are also shaping the way they think for the rest of their lives. Stated in that stark way, this underscores

the importance of the work that we as educators do in trading not just in the short-term diet of knowledge acquisition and examination of that acquisition, but also through our expectations of the young minds who will have to adapt to the future that we bequeath them. The dexterity of their adaptation will be the real measure of the quality of education that the very best of our global schools strive to provide. Idleness and poor information are frequent traits of middle-aged educated people who are duped into believing that a Googled answer or Wikipedia result needs no further challenge or thesis to prove its worth, academic integrity or place in the lexicon of truth. The antidote lies in the product of our excellent 21st-century schools, where teaching and learning is at the heart of all they do in a way that was never possible in the past. A highly articulate and intellectually connected young generation is already awake, thinking and reacting and realising that the future is in their hands, not ours, despite what we might like to think.

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Our children, and their children and their children’s children, will have to live with the consequences of a future over which they have had no say and even less influence

The comfort of this younger generation with the latest technology, whether for gathering information or sharing ideas, as well as the mass empowerment that this allows and encourages, is what lets them position themselves to adapt and adjust and to align themselves in a mobilisation that is about far more than just the handheld devices that they all brandish. It’s an awakening, and just in time, to the need to think globally and act globally too, to save the very globe itself; and the global educational system is the main element that empowers them to do so.

Nigel Archdale

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This interconnectivity is evidenced in the thousands of young people who meet in Model United Nations sessions across the world to rehearse their own strategies for when it becomes their turn to take to the global stage and they have to make their own informed and educated responses. These young people, through virtual networking sites like Facebook, are sharing their knowledge with their peers in other classes, cities and countries, and are uniting in the common knowledge that if they don’t act now, for the planet we all live on there will be no next act at all.

Through their education, and with their educators’ respect for their determination to apply that education in as practical a way as possible, I am greatly encouraged by the attitudes and the trends I see in the youth of today in our schools. There’s little evidence that they’re preparing to go with the flow. Rather, they’re determined to keep the rivers of life flowing on our precious planet. §

fter 20 years of prestigious UK independent school headships, Nigel was appointed to the Principalship of The British School Warsaw in 2008. Throughout his time in the UK Nigel always enjoyed Principal the challenge of striving to make the schools he led as proactive The British School as possible in enabling every pupil to be fulfilled in and out of the Warsaw, Poland classroom. Since joining Nord Anglia’s family of schools, Nigel has enormously enjoyed the buzz and busyness of leading one of Warsaw’s top international schools. With some 800 pupils aged 3-18 supported by a large and extremely professional teaching and assistance team, The British School Warsaw is proud but never complacent at all that its pupils achieve. Nigel and his wife Charlotte are also finding time outside their busy TBS routines to explore and document in word and film the fascinating cultural changes that are so evident as the Polish Republic continues to flourish as one of Europe’s dynamic new democracies. Nigel and Charlotte have three grown-up children living in the UK.

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

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

The English International School Prague

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The English International School Prague

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

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

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

future leaders

advanced learners

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

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

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

entrepreneurs

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

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

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EDUCATION

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

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

The British International School Bratislava

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

The British International School Abu Dhabi

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

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The British International School Shanghai

EDUCATION

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The British School Warsaw

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

Professor Deborah Eyre

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An architectural odyssey through Warsaw With concrete communist legacies rubbing shoulders with sleek new structures and ultra-suave design sensations, Warsaw’s architectural landscape is flush with history, beauty and fascinating contradictions. By Anna J. Kutor

tanding in the centre of Warsaw, on the corner of aleje Jerozolimskie and ulica Emlii Plater, the view is one of progress and fast-paced modernisation. Watching the glass and steel of high-rise hotels, gleaming office towers and the wavy glass roof topping a mega-shopping arcade shimmer in the sunlight, it’s hard to imagine that there was little here 30 years ago but a few functional concrete blocks and the monolithic Palace of Culture and Science, Stalin’s ‘gift’ to Warsaw. A two-decade construction boom coupled with a more pro-active and progressive approach to city planning, however, has sparked triumphant development across the Polish capital’s space and skyline.

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he exciting period in spatial expression began at the cusp of the new millennium with the arrival of the 164-metre mixed-use Warsaw Trade Tower, commissioned by Korea’s Daewoo Corporation. Next on the architectural agenda was the InterContinental Warsaw hotel, erected in 2003 by Austrian developer Warimpex according to the plans of local architect Tadeusz Spychala. Quickly following suit in the acclaimed five-star hotel club was the Westin Warsaw, a 20-floor pink brick and glass edifice housing 361 rooms, and the Hilton Hotel and Conference Centre, a glazed 50-million euro complex finished in 2007 that comprises not only 330 guest rooms but also two dozen conference facilities, a casino and the city’s largest fitness and spa centre. At the same time as this garden of modern hotels was starting to bloom, developers and investors started bringing in brand-name architects and bigwig urban

Metropolitan Building

At the same time as this garden of modern hotels was starting to bloom, developers and investors started bringing in brandname architects and bigwig urban designers to create state-of-the-art shopping malls and cuttingedge corporate headquarters

designers to create state-of-the-art shopping malls and cutting-edge corporate headquarters. At the forefront of architectural avant-garde is the ellipsoid-shaped Metropolitan building, designed by British architect Sir Norman Foster and his Londonbased design firm Foster and Partners. “The aim was to create a thoroughly modern counterpart to the neighbouring historical buildings – matching their height, massing and materials – without resorting to pastiche,” reads the masterplan for the imposing seven-storey structure. Foster, an award-winning architect known for designing London’s Millennium Bridge and restoring Berlin’s Reichstag dome, worked alongside Polish company JEMS Architekci to complete the standout structure by 2003. The result is impressive, a bold architectural gesture linking three buildings with a 50-metre diameter circular courtyard that echoes the muscularity of culturally sensitive landmarks while delivering a jolt of new-age chic with its glass-and-concrete exterior. Again from the masterplan: “The building’s facades are glazed from floor to ceiling to optimise daylight into the offices… it incorporates vertical granite fins which, when viewed obliquely, make the facade appear solid, but when viewed head-on give it transparency.”

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Ode to history Capitalism may be the dish of the day, but hints of yesterday’s communist buffet are still visible. Reeling from the destruction of World War II, when nearly 90 percent of the city’s historic urban fabric was levelled to the ground, Warsaw struggled to rebuild itself from the rubble. In its aftermath, the western part of Warsaw was rebuilt to a central Soviet scheme, save for the authentically reassembled Old Town. Public buildings and structural elements introduced by post-war architects echoed the commonly-held views of communist architecture, most of which was either soaringly dramatic or depressingly ugly.

Golden Terraces

Embodying the soaring ambition and ‘Stalin Gothic’ architectural rhetoric of this era is the Palace of Culture and Science (abbreviated in Polish as PKiN), a lofty beast of a building handed over to the Polish nation in 1955 as a ‘gift’ from the USSR. Rising 230 metres above the heart of Warsaw in Plac

Warsaw’s love affair with modern architectural style swiftly spread into retail territory with the construction of numerous shopping malls and commercial centres. The showstopper of the bunch is Zlote Tarasy (Golden Terraces), a sparkling shopping complex neighbouring the central railway station. Developed by ING Real Estate and the Los Angeles-based The Jerde Partnership in 2007, this 250 million euro project includes 225,000 sqm of retail, office and entertainment space, topped with a glass roof resembling a giant wave. “The greatest architectural challenge was the design of the undulating glass roof, which is one of the largest in the world with more than 4,700 individual panes of glass. Each triangular piece of glass was individually made and shaped to fit into its respective steel slot, similar to assembling an intricate but fragile puzzle. The shape and style of the undulating glass roof was inspired by the tree canopies in Warsaw’s historic parks,” explains David Rogers, senior designer and partner at The Jerde Partnership, who led the design team. “Our architectural approach of creating places that become part of the area’s urban fabric and help rejuvenate city centres by appealing to the public and creating an emotional experience is embraced here at Zlote Tarasy.”

Palace of Culture and Science

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Warsaw Old Town

ASK THE EXPERTS Defilad, the bizarre wedding cake silhouette of this landmark palace (cheekily nicknamed ‘Stalin’s Frilly Knickers’ and dubbed ‘the nightmare of a drunken confectioner’) can be seen from most anywhere in the city. Decorating its bulky mass are more than forty elaborate sandstone statues representing socialist allegories of arts and sciences, as well as Polish luminaries such as poet Adam Mickiewicz and astronomer Nicolaus Kopernikus. While a statue of Stalin was removed from the Palace during a post-communist destalinisation movement, there’s still one brawny worker holding a book inscribed with the names Marx, Engels and Lenin. There’s also an inscription underneath the neon lights of the main entrance designating the Palace as a gift from Poland’s “Soviet brothers and sisters”. In 2000, the top of the Palace was adorned with four enormous clocks – one on each side of the building – making it the tallest clock tower in Poland. These days, the Palace houses nearly 90 institutions, including 26 conference halls, one cinema (in place of the original three), two museums, three theatres, a nightclub, a gallery and the Sala Kongresowa, a 3,000-seat concert hall known for its mediocre acoustics. The 30th floor, the last publicly accessible level, boasts a multimedia showroom surrounded by an open-air observation terrace offering panoramic views of downtown Warsaw. While most Poles have a love-hate relationship with the Stalinist high-rise, its landmark position remains not only unshaken, but also increasingly popular, especially among foreign tourists searching for the city’s communist past. Just like the Eiffel Tower in Paris or London’s Big Ben, the Palace has become an important inspiration for designers: its outline has been reproduced on t-shirts, fridge magnets, coat hangers, calendars and other souvenirs, making it an internationally known symbol of Warsaw. Concrete evidence of the Russian presence can also be found in Plac Konstytucji, named in honour of the Stalinist communist constitution passed in 1952. Poland’s equivalent of Red Square, this grand expanse was envisioned to be an “expression of creative optimism and peaceful work within the socialist system” by its architect creators Stanislaw Jankowski, Jozef Sigalin, Zygmunt Stepinski and Jan Knothe. The square is dominated by three colossal, spiky lamp posts and a number of muscular worker statues adorning the buildings just off the south-eastern corner.

Warsaw Trade Tower

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Warsaw’s most architecturally diverse area is Praga, a vast precinct on the right bank of the Vistula River that was left mostly untouched by wartime annihilation

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Tucked-away treasures Besides these traditional architectural gems, there are several lesserknown wonders in Warsaw as well. The streets of Lennona and Jazdow, running parallel to Aleje Ujazdowskie next to the Polish House of Parliament, are lined with small, shack-like wooden houses. This leafy and quaint housing area was built in the mid-1940s as temporary lodging for the architects, engineers and other construction professionals involved in the city’s post-war urban redesign. Hundreds of houses were brought in from Finland – hence the moniker ‘Finnish cabins’ – but only a few dozen remain standing today. Beautiful examples of Polish art deco have also been preserved in a few places. Wilkoszewski’s Villa at ulica Belwederska 46, for instance, features a combination of Polish manor house and the local variety of art deco. The ship-like emblem and vestibule lamps of the Warsaw School of Economics, designed in the late 1920s by Jan Koszyc-Witkiewicz, are also art deco in style. The House of the Military Council Fund, aka the ‘House Without Corners’, on ulica Krakowskie Prezdmiescie was built in a modernist style with elements of classicism, though there are also typically art deco copper plate lamps hanging in the arcade. Rumour has it that it was Marshall Jozef Pilsudskiego who told the builders “not to resort to any tricks”, with the words ‘tricks’ and ‘edge’ being homophones in Polish. Warsaw’s most architecturally diverse area is Praga, a vast precinct on the right bank of the Vistula River that was left mostly untouched by wartime annihilation. The district’s raw authenticity offers a captivating contrast from the city centre’s refurbished, methodically built-up surroundings. The red-brick neo-gothic complex of the Koneser Vodka Factory on ulica Zabkowska, for example, is one of Warsaw’s valuable historicallylisted monuments. Since its inception in 1896, the heaving pile of bricks has functioned as a distillery, cranking out well-known Polish vodka brands such as Legenda, Warszawska and Targowa. To compensate for its insufficient funding, some parts of the premises have been repurposed into cultural venues, including an art gallery, a theatre and an interior design boutique. Nearby, the one-time shoe factory Fabryka Trzciny has also received an art-house makeover, now featuring a vibrant cluster of cultural facilities including concert halls, club and gallery spaces, as well as an elegant restaurant and theatre called Teatry Nowy Praga. This embracing of age-old tradition, old-made-new concepts and 21st-century creative expression can even be considered a symbolic expression of Warsaw’s approach not only to architecture, but perhaps to life itself. §

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

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

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

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

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

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

ASK THE EXPERTS

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ASK THE EXPERTS

Get connected Warsaw expat groups By Anna J. Kutor

or many globetrotters and on-the-move professionals, the ability to make connections and establish a social network in a new base is what will make or break the expatriate experience. Hereâ&#x20AC;&#x2122;s a shortcut to professional, social and cultural groups for expats that will simplify and accelerate the integration process in Warsaw. Settling into a new lifestyle overseas can turn out to be a lot harder than imagined, but meeting locals or fellow foreigners who are not so new in town will give you a jump start to successful integration. A strong and reliable social network can not only offer an ideal source of information and advice, but can also provide valuable friendship and be there in times of need. To help build a support group you can count on, Warsaw has a wide range of community groups that facilitate contacts between expats of different backgrounds and interests.

ASK THE EXPERTS Contacting the embassy of your native country is a good place to start, as the staff can provide comprehensive contacts for support and sport groups, meetings and events where you can meet with folk from a similar background. There are numerous groups of foreigners hailing from the same country or region that form informal networks and clubs that are open to everyone. Among them is Italiani in Polonia (www.italianiinpolonia.org), a large Italian community in Warsaw hosting regular social gatherings and lectures, as well as the Dutch Association in Poland (www.poolshoogte.pl), boasting a variety of activities with a strong Dutch character such as quiz nights, singing competitions, Sinterklaas festivities and a festive Koninginnedag ball in celebration of the Queen’s birthday. The Internet has also become a pivotal platform for social networking. Many international groups focus on building ties between young professionals and worthy social initiatives launched by fellow expatriates have an online presence. Social networking sites like LinkedIn, Xing and Facebook host information and discussions that you can search by special interest, making international groups and activities just a click away. Search Facebook for ‘Professionals in Warsaw’, a group hosting weekly meet-ups at bars across town for

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“people new and existing in Warsaw, to come and meet those of us who have already been here for some time”. There are also several expat sport groups that have online groups, including the men’s rugby team Frogs & Co, Cumann Warszawa Gaelic Football Team, the hockey club Warsaw Beavers and the non-competitive running group Hash House Harriers. Apart from these, there’s the Warsaw chapter of InterNations (www.internations.org), a global online business network launched in 2007 dedicated to helping facilitate useful contacts between young professionals. Membership is invitation-based, but you can request an invitation, so you don’t actually need to know a member. American Friends in Warsaw (AFW, www.afw. waw.pl) is the leading expat community-based organisation, arranging a myriad of meetings, hands-on volunteer projects, charity events and educational and exciting outdoor activities and tours around the capital and country. Founded in 1993, AFW currently counts over two hundred members from over fifteen different nationalities – so don’t be fooled by the name, it’s not an Americans-only group. Members gather regularly for coffee mornings, book exchange luncheons and wine and food tasting events, as well as family-focused sport and sightseeing events. As a non-profit

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philanthropic organisation, AFW Volunteering & Community Outreach works closely with hospitals, children’s homes, schools and charity organisations in order to devise tailor-made programmes. Projects include ‘English is Fun’, where volunteers visit clinics and hospitals around Warsaw and informally teach English to employees. Under another initiative, small groups of volunteers visit children in hospitals every week as part of the Hospital Visiting programme. The long-standing Orphanage Project involves a good-deed team of AFW volunteers and outside volunteers of over ten nationalities who lend a helping hand in three orphanages in Warsaw. This project offers three ways of involvement: group visits or individual meetings where volunteers teach songs, games and English or engage in art therapy; mentoring activities individually or in groups; and the educational Fresh Start programme, in which volunteers help one or more 17-18-year-old high school students build marketable career and life skills. Making a difference in someone else’s life is a rewarding way of connecting with people. If you’d like to donate your time and energy to a good cause, Awangarda (www.awangarda.org.pl) boasts a variety of volunteer opportunities that benefit people with disabilities. Established in

2004 by Margaret Samborska, the organisation is dedicated to promoting the artistry of Poland’s challenged community (people with

A strong and reliable social network can not only offer an ideal source of information and advice, but can also provide valuable friendship and be there in times of need

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ASK THE EXPERTS

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Raising a child is a consuming and challenging responsibility made easier through the help of family and friends, especially in a new country

intellectual and/or physical disabilities). They provide professional know-how and demonstrate the benefits of inclusiveness to the wider community through events where challenged talents are paired with internationally renowned performers, and through a line of holiday cards and corporate gifts that are designed by challenged individuals or at their studio in Hotel Europejski in downtown Warsaw, a unique space exhibiting the community’s artwork and hosting regular art happenings. Awangarda is always on the lookout for professional artists and designers who can dedicate their time and skills to working with challenged artists on either a regular or ad-hoc basis. Another organisation welcoming dedicated volunteers, donated goods and financial aid is the Warsaw Volunteer Mission Foundation (www.wvm.org.pl). This organisation unites fulltime workers and willing volunteers who assist financially challenged families and individuals by providing material help, in addition to emotional and spiritual support. Volunteers can also help by collecting and distributing donated items, looking after or playing with children or sharing their special skills in art, music or companionship. Besides helping individuals and families, the Volunteer Mission also supports many needy institutions, such as orphanages, hospitals, shelters and correctional facilities. Local outposts of world-wide humanitarian groups, like Amnesty International (www. amnesty.org.pl) and Habitat for Humanity (www.

habitat.pl) are always seeking people who want to flex their charitable muscles, whether by helping build a house or assisting with administrative tasks. For expat spouses and independent women who want to mingle with like-minded ladies and get tips and advice on life in Warsaw, there’s the International Women’s Group (www.iwgwarsaw.eu). Launched in the 1970s as a loose-knit group of expatriate women, the organisation has steadily grown in size and scope and now has over 200 members made up of 40 nationalities from all continents. Members form smaller hobby units such as mahjong, bridge, walking, a book club and riding, and participate in cultural excursions in and around Warsaw. Charity is an important element. With funds raised from the annual Christmas charity bazaar, IWG supports causes with long-term benefits such as providing scholarships for young female students through the Bread of Life programme and building facilities in orphanages and hospitals. Volunteers also visit institutions to do art projects or gardening, go on outings or simply play with the children. Raising a child is a consuming and challenging responsibility made easier through the help of family and friends, especially in a new country. Founded with the aim of making the tough job of parenting more fun and rewarding, Mums & Tots of Warsaw (www.mumsandtots.com) brings together expatriate moms and moms-to-be

for a range of stimulating and supportive activities. This voluntary organisation hosts daily activities throughout the week, including playgroups, a swim and music club for children up to three years of age, fund-raising charity events, afternoon youngster supervision at various mom-members’ houses called Mums’ Moments and occasional Baby Kino cinema outings, where families with noisy infants or toddlers can enjoy a movie without having to worry about scathing glances. Getting involved in one of these, or any other, social groups will help you establish a wellrounded network with friends from both the local and the expat community. Natives will give you cultural and historical insight into your new homeland, while your expat group can offer a shoulder for support as well as tips and pointers for dealing with potentially overwhelming issues that only foreigners experience. §

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EDUCATION

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Ten classic books for teenage boys

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By Mark Angus

Rogue Male (1939) Geoffrey Household

Our Man in Havana (1958) Graham Greene

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

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

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

Right Ho, Jeeves (1934) PG Wodehouse

The 39 Steps (1915) John Buchan

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

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

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

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EDUCATION

5 7 8 Lucky Jim (1954) Kingsley Amis

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

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

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

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

Of Mice and Men (1937) John Steinbeck

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

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

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

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

Animal Farm (1945) George Orwell

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

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

This hilarious pseudo-diary first appeared in Punch magazine in 188889. Charles Pooter is a social climbing, irredeemably snobby clerk in the City and his diary details his everyday life as well as significant social and family occasions. Mr Pooter’s pretensions and lack of self-awareness provide the richest veins of humour, but nevertheless he is a lovable figure, one of the finest examples of the inconsequential suburban hero. Helped in no small measure by its charming illustrations, this cannot but help to delight. It’s a fascinating social document in the way that it lays bare lower-middle-class life in the Victorian age, but is also startlingly modern at times, especially in the depiction of the strained relationship between Mr Pooter and his son Lupin, stunningly contemporary in the way it dissects the generation gap and the despair a father feels at seeing his son’s potential go to waste. This is undoubtedly one of the most enjoyable books you will ever read.

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ask the experts

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

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

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

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

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ask the experts

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

IN TODAY’S 24-HOUR INTERCONNECTED GLOBAL MARKET, THERE ARE NO BORDERS IN THE INVESTMENT ARENA

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OFFSHORE INVESTMENT OPTIONS

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

Wade Dawson

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

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

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

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

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

diversification

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

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risk

reward

- Wade Dawson, Senior Partner

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

AUSTEN MORRIS ASSOCIATES www.austenmorris.com

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HEALTH

EXPAT STRESS AND QUALITY MENTAL HEALTH CARE Getting it right the first time Dr Maurice Preter, MD Consultant Neurologist & Psychiatrist Global HealthCare

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

HEALTH

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

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

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

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

helping others to be the best they can be Education and learning has 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. W W W. N OR DA N GLI A .COM /WA RS AW

CONTACT admissions@thebritishschool.pl FOR MORE INFORMATION ON SCHOOL ADMISSIONS

THE OBESITY PROBLEM

HEALTH

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

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

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

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

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

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

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

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School Life

kakadu

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

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

School Life

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School Life

Giant termite hill, Litchfield, Northern Territory

TRAVEL

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Dawn in Kakadu

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

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

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

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School Life

Lotus flower in Mangrove, Kakadu National Park

TRAVEL

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

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

FAMILY MATTERS

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

” Ubirr art site and lookout, Kakadu National Park

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TRAVEL

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

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

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

TRAVEL

Sunset in Kakadu

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

FAMILY MATTERS

LISTINGS

Listings accommodation Mokotow Area Hyatt Hotel A1 ul. Belwederska 23, 02-761 (558 1234, http://warszawa.recency. hyatt.com.pl) Garden Villa Hostel A2 ul. Dolna 42, 00-697 (841 1173, www.gardenvilla.pl) Hostel Agra A3 ul. Falecka 9/11, 02-547 (849 0825) Oaza Dom Studenta (Student House) A4 ul. Madalinskiego 39/43, 02-654 APARTAMENTY SUITES A5 ul. Warowna 1, 02-654 (www.rezerwuje.pl) Sadyba Area Hotel Atos A1 ul. Mangalia 1, 02-758 (207 7000, www.starthotel.pl) Hotel Portos (Best Western) A2 ul. Mangalia 3a, 02-758 (207 6000, www.bwportos.pl)

Scandinavian – Polish Chamber of Commerce C2 ul. Wisniowa 40b lok 9, 02-520 (849 7414, www.spcc.pl) Little Chef – Cookery classes for children C3 ul. Kierbedzia 4, Room 320, 3/F (501 093 691, www.littlechef.pl)

fitness and beauty Mokotow Area Jogart – Yoga F1 ul. Odyniec 37, 02-606 (245 3169, http://jogart.pl) Fitness Park Warszawianka F2 ul. Merliniego 4, 02-511 (854 0130) Profit Club S.C F3 ul. Grottera 12a, 00-785 (851 4532, www.profitclub.join.pl) Tennis Club Rakieta F4 ul. Czerniowiecka 3 (511 170 835) Silva Sport – Golf Club F5 Pulawska 53, 02-844 (643 7001, www.silvasport.pl)

SadYba Area

Hotel Aramis A3 ul. Mangalia 3b, 02-758 (207 8000, www.starthotel.pl)

Zdro Fit F1 ul. Mangalia 4 (842 4410, www.zdrofit.pl)

Wilanowskie Pokoje Goscinne A4 ul. Rumiana 87, 02-956 (642 9068, http://wilanowskie.prv.pl)

Salon & Day Spa Escape F2 ul. Limanowskiego 115, 02-943 (642 3358, www.salonescape.pl)

Hotel Zebiec A5 ul. Augustowka 1, 02-981 (842 9856, www.pora.pl) Warsaw Apartments A6 ul. Augustowka 94 Hotel Rezydencja Parkowa A7 ul. Wiertnicza 94, 02-952 (642 6204, www.rezydencjaparkowa. org.pl)

community Mokotow Area The English Speaking Expatriate Business Owners in Poland Association C1 ul. Belwederska 14/59, 00-762 (389 5430, www.esebop.pl)

Centre for Recovery and Training F3 Inspektowa 1 Sadyba Fitness F4 Powsinska 42

health Mokotow Area Luxmed H1 ul. Postepu 21c, 02-676 (332 2888, www.luxmed.pl) Centralny Szpital Kliniczny MSWiA – Hospital H2 Woloska 137, 02-507 (508 2000, www.cskmswia.pl) Merritum Medical Spa Centre for Aesthetics, Dermatology, Cosmetic & Physiotherapy H3 ul. Narbutta 83, 02-524

(403 3500, www.merritum.pl)

Sadyba Area

Team of Healthcare H4 ul. Samochodowa 5, 02-652 (585 7219)

AMA – Young Actors Academy K1 ul. Limanowskiego 15, 02-943 (791 041 199, www.amastar.eu)

Centrum Medyczne Damiana H5 Aleja Niepodleglosci 107/109 (566 2222, www.damian.pl) Independent Team, Public Hospital Mokotow H6 ul. Madalinskiego 13, 02-513 (541 7270, www.zozmokotow.pl) 24Wet – Vet H7 ul. Raclawicka 29b, 02-601 (844 2064, http://24wet.pl) Luxmed H8 ul. Raclawicka 132b, 02-634 (332 2888, www.luxmed.pl) Szpital Ginekologiczna – Maternity Hospital H9 ul. Madalinskiego 25, 02-554 (450 2200, www.szpitalmadalinskiego.pl)

Fantasy Park – Bowling K2 ul. Powsinska 31, 02-903 (331 8542, http://warszawa.fantasypark. pl) IMAX 3D Cinema K3 ul. Powsinska 31, 02-903 (550 3333, www.kinoimax.pl)

BARS & RESTAURANTS Mokotow Area Akashia Sushi R1 ul. Suwak 3 (210 6575, www.akasia.pl) Biosfeera R2 Aleja Niepodleglosci 80 (898 0155, www.biosfeera.com)

Omega Dentist H10 gen J. Dabrowskiego 75a, 02-586 (845 0469)

Nei Fiori R3 gen J. Dąbrowskiego 69, 02-586 (845 2331, www.neifiori.pl)

Sadyba Area

Papu R4 Aleja Niepodleglosci 132/136, 02554 (856 7788, www.restauracjapapu.pl)

Animal Vet H1 ul. Bernardynska 25, 02-904 (396 5641, www.animal-vet.waw.pl) Care Clinic H2 ul. Morszynska 33 (842 2413, www.zozmokotow.pl) Praktyka Lekarzy Rodzinnych – Private family physicians H3 ul. Sobieskiego 60, 02-130 (842 8513, www.lekarzesobieskiego.pl) Primary Health Care Clinic for Children and Adults H4 ul. Soczi 1 (642 6933, www.zozmokotow.pl) Institute of Psychiatry and Neurology H5 ul. Sobieskiego 9, 02-957 (458 2780, www.ipin.edu.pl)

kids and fun Mokotow Area Hakiel – Dance Academy K1 Aleja Niepodleglosci 80, 02-626 (425 7424, www.hakiel.pl) Park Dreszera playground K2 ul. Odynca (www.warsawa.wikia.com/wiki/ park_dreszera) Books Forest K3 ul. Kazimierzowska 14

Anytime R5 ul. Przejazd 2 (493 0849) El Corazon R6 ul. Domaniewska 52 (635 3061, www.elcorazon.pl) Pasta i Basta R7 ul. Odolanska 5, 02-560 (849 4075, www. Pastaibasta.pl) Blue Cactus R8 Zajączkowska 11, 00-785 (851 2323, www.bluecactus.pl) Boston Port R9 Okolska 2, 02-509 (844 0315, www.bostonport.pl) Dziki Ryz R10 ul. Pulawska 24b, 02-515 (848 0060, www.dzikiryz.pl) Cafe Mozaika R11 ul. Pulawska 53, 02-508 (849 6826, www.restaurajamozaika.pl) Zielnik Café R12 ul. Odynca 15, 02-608 (844 3500, www.zielnikcafe.pl) Park Café R13 ul. Gagarina 32a, 00-754 Esencja Smaku R14 ul. Odolanska 10, 02-560 (845 0944, www.esencjasmaku.pl) Casa R15 ul. Woloska 52, 02-584 (646 5170, www.restauracja-casa.pl)

LISTINGS Pizzeria Gaga R16 ul. Przejazd 2, 02-654 (493 0800, www.restauracjagaga.pl) Pub Fort R17 ul. Miaczynska 5, 02-001 (646 6979) Carmona Tapas Bar R18 ul. Chodkiewicza 3, 02-593 (414 1919, www.carmona.pl)

Sadyba Area Rubikon Bistro & Restaurant R1 ul. Wrobla 3/5, 02-736 (847 6655, www.rubikon.waw.pl) Bonsai Sushi Restaurant R2 ul. Powsinska 31, 02-903 (370 3377, www.sushibonsai.pl) Sphinx R3 ul. Powsinska 31, 02-903 (370 3109, www.sphinx.pl) Pizza Marzano R4 ul. Powsinska 31, 02-903 (www.pizzaexpress.com.pl) Fratelli Pizzeria R5 ul. Sobieskiego 18, 02-957 (858 1010) Novy Shanghai R6 ul. Sobieskiego 18, 02-957 (642 6745) Garaz Pelen Smaku R7 ul. Pastewna 25, 02-956 (858 2693) Da Grasso R8 ul. Sobieskiego 74/78 (842 4489, www.dagrasso.pl) Segment R9 ul. Powsinska 18a (424 1414, www.segment.waw.pl) Restaurant Lyzwiarska R10 Inspektowa 1, 02-711 (651 6593) Arlecchino R11 sw Bonifacego 100, 02-903 (842 2422)

SHOPPING Mokotow Area Fabrica de Pasjone – Florist S1 Przejazd 6, 02-654 (502 234 858) Kalina – Organic Food S2 Malczewskiego 6, 02-001 (792 081 429, www.kalina.sklep.pl)

Sadyba Area

Sadyba Best Mall S1 ul. Powsinska 31, 02-903 (310 3000, www.sadyba.pl) Pozegnanie z AfrykA S2 sw Bonifacego 92 (858 2209, www.pozegnanie.com)

FAMILY MATTERS

FINAL WORD

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

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

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

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

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

FAMILY MATTERS

School Life

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