Family Matters Magazine Prague - Issue 1 by the British International School, Shanghai

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

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FAMILY MATTERS

ISSUE 1

the English international school Prague, Czech Republic

HELPING OTHERS THRIVE

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

admissions@eisp.cz

+420 272 181 911

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FAMILY MATTERS

ISSUE 1

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

Family Matters Issue 1 Contributions welcome from all of the Prague community. Please contact admissions@eisp.cz for more information.

FAMILY MATTERS

MAGAZINE

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CONTENTS

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EDITOR’S WORD N

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

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

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

Helping families better understand the issues they will face during their time abroad is something we’ve always done, but now we’re proud to be able to offer it 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

16 22 24 IB: The best of both worlds

Choosing the Right school

5 simple steps to university success

Clive Underwood explains the ins and outs of one of the world’s most prestigious secondary degrees

David Rowsell offers his insight into the importance and methodology of choosing the best school for your child

Jason Kucker provides some practical tips for university success

CONTENTS

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10 XX

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

41 47 51 60 The Great Escape

Ten Classic Books for teenage boys

Lightening the load

Vaccinations in the Czech Republic

Suchi Rudra explores some fascinating and fun weekend and day trips for the family around Prague

Mark Angus runs down some classics for budding teenage readers

A discussion with relocation expert Richard Flejberk on how to make the relocation process easy

Dr Jaromir Vomacka and Dr Magdalena Kreimova provide essential information for parents relocating to the Czech Republic

essentials guide

Prag u e DOWNLOAD FOR FREE TODAY!

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

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Photo: Conscious Image

COMMENT

FAMILY MATTERS

COMMENT The paradox of modern times

When the going gets tough...

Is technology isolating us from our friends and family?

Some practical advice for ensuring long-term relationship success

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

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

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

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

PUBLISHER

The English International School admissions@eisp.cz

CHieF EDITOR

Travis Murray editor@bisshanghai.com

ART DIRECTOR

Travis Murray editor@bisshanghai.com

COPY EDITOR

Aelred Doyle aelred@gmail.com

CONTRIBUTORS David Rowsell drowsell@eisp.cz Jason Kucker jkucker@eisp.cz Mark Angus m-angus@bissnanxiang.com Wade Dawson wade.d@austenmorris.com

CONTACT

www.eisp.cz

The English International School Prague Brunelova 960/12 142 00 Prague 4 Tel: (+420) 272 181 911 Fax: (+420) 272 181 924 Email: admissions@eisp.cz 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 David Rowsell

rincipal David Rowsell was born in Leeds, northern England and is proud of his Yorkshire roots. His family home is currently in York. Having studied at state schools in the Midlands and in Cheshire, he Principal studied English and History at Jesus College Cambridge University, The English International School graduating in 1981 with a degree in History. Since then David has taught Prague, Czech Republic and led in a variety of challenging state comprehensive schools across England – in Milton Keynes, in Devon and in South Yorkshire. He has 19 years of Deputy and Headship experience and joined The English International School Prague from Rossington All Saints Church of England School in Doncaster, where he had been Head since 1998. David is a sports fanatic who runs long distances (marathons and beyond) and will watch football at any ground or level you care to mention. He also has a ridiculously large collection of soul and jazz music and enough books to start a shop. He has travelled widely in Europe and Africa and set up partnerships with schools in Ghana and Uganda

Jason Kucker

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

Clive Underwood

live was born in Caernarfon in North Wales and was raised as a first-language Welsh speaker. He studied History at the University of Leeds and the University of Wales, Aberystwyth. Clive began his IB Leader & History/Business Teacher teaching career in Llangollen, North Wales, where he taught a variety The English International School of subjects, including History, Welsh and PE. Clive’s first international Prague, Czech Republic posting was in Cairo, where he worked as Head of Humanities for seven years, qualified as a scuba divemaster and learned to speak Arabic. He and his family moved to Prague in 2009, where he now works as IB Coordinator at the English International School. He is currently in the process of completing his Master’s Degree in Education and Psychology. Clive enjoys spending time with his wife Caroline and his two young sons, Sion and Owain. His hobbies also include playing and watching football, reading both Welsh and English literature and photography.

Suchi Rudra

uchi Rudra grew up hopping continents with her family and hasn’t been able to stop wandering the world since. Shortly after finishing university, she escaped the US once again to see what there was to see in Europe and beyond, and has since lived, volunteered, worked or Freelance Writer studied here and there, but usually prefers there. Prague, however, is Prague, Czech Republic neither here nor there and has managed to leave its mark on her with its mesmerising, fairytale-city powers. Wielding a degree in journalism and an expertise in the art of getting lost, Suchi now works as a freelance writer and unemployed tour guide. She writes on various topics, including travel, sustainable design and architecture, education and business for publications in the US and Europe. In between assignments, she prefers to linger or sing in cafes and green spaces, work on musical and photography projects and learn languages by osmosis. She has published one book, Kitaab, and is currently putting together a collection of short and long stories.

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 David Rowsell Principal The English International School Prague, Czech Republic

ne of the big challenges facing expat parents coming to Prague is the choice of school. There are many schools operating different styles of education here, but one of the biggest differences facing parents is between the American and the British curriculum. Teachers and school leaders are often asked which is the best, but it’s really a question of what the difference is between the two systems.

As Principal of The English International School in Prague, I truly believe that ‘British is Best’ and am proud of the high academic standards and the care that is shown to pupils at my school. A product of the English state education system myself, I spent 28 years teaching in UK comprehensive schools, including 10 years as a Headteacher in south Yorkshire. On moving to Prague, I was determined to bring the best of British, modifying it to the international school mould to ensure that the features of the best schools in the UK were implanted here.

EDUCATION

he American model is potentially an excellent system, in just the same way that the old French Highway Code system has potential and is an excellent driving system. If everyone meets the criteria at all levels, it allows a great deal of flexibility in courses to choose from and allows schools to develop individual courses that align with the specialities of their teachers. This is because the American system uses the idea that school districts can choose the courses offered to students in their schools. Although all schools offer broadly the same range of compulsory subjects, the choice of electives varies dramatically based on ideology, religious denomination and in most cases funding and resource issues. For example, you can’t offer a Band elective if you only have a voice teacher and no money to buy adequate instruments.

Another issue that arises from there being so many potential curricula is the ability to gain access to specialist approved resources. This is particularly difficult with sensitive subjects like History, Religion and Biology, where there’s huge variance and debate across the US at this time. The UK, a smaller country, has one curriculum, which means that all resources produced in the UK meet the needs of the students in that course. The teachers can choose the one they feel is the best, rather than the one which applies to the course curriculum set by the state. The layered approach of the British system also means that in the unlikely event that you don’t get taught a topic this year, you’ll meet it again next year and the year after. You’ll thus be able to catch up in bits rather than in one huge, stressful block.

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The UK, a smaller country, has one curriculum, which means that all resources produced in the UK meet the needs of the students in that course

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Possibly the most important consideration, though, is standardisation. Who monitors the progress of the teachers and who decides whether the students are at a particular level, especially if the course is a small one that only has one teacher in the school? Can a principal be conversant in all areas of all courses taught in the school? In a K-12 school this would need an exceptional individual. In the UK this is simply addressed by having fixed standards for each subject which are externally moderated.

nothing could be further from the truth. US universities all accept the IB, and in fact in many cases prefer it to any other qualification because of the guaranteed standards and flexibility of the students who have the diploma. As international parents, the problems with a US-based education are compounded with the issue of potentially missing units and the headache that comes with trying to coordinate a GPA that may have been generated at three different schools of three different qualities.

The lack of consistency and rigour has led to the need for SAT examinations and the ‘No Child left Behind’ Act in the US. To get around this issue many US schools have adopted International Baccalaureate (IB) programmes to guarantee at least a degree of rigour.

In England, there is one National Curriculum, modelled on sound educational research into how children learn. The investment by the UK government in improving the effectiveness of UK schools has led to a high level of skill and understanding of the best way to allow children to grow and excel in their learning at school. A key feature of this is the fact that there is regular assessment of children’s progress against a set of

Finally, there’s a misconception that to go to a US university you need an American secondary education. The reality is that

The layered approach of the British system also means that in the unlikely event that you don’t get taught a topic this year, you’ll meet it again next year and the year after

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The investment by the UK government in improving the effectiveness of UK schools has led to a high level of skill and understanding of the best way to allow children to grow and excel in their learning at school

benchmarks, individually tailored to every child’s needs and abilities. At The English International School Prague, these are regularly communicated to students and parents and can be seen online by both. The students are thus set challenging targets which stretch them and enable them to do their best. We make sure that we communicate constantly with students, colleagues and parents to ensure that each student has

David Rowsell

the personal support necessary for them to achieve their best. The excellent results we’ve seen at the school over the past year clearly demonstrate that this strategy is working. Evaluation over the past year also shows outstanding student attainment and progress across the board, with external IB scores standing up very well compared to global averages. Our school is nonselective, taking children of all abilities

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and providing a learning experience fit to their individual needs. Setting by ability in Maths and English starts at an early stage in the Primary school and continues through the secondary curriculum. This allows children to work at a level suited to their own needs. It’s a flexible system that enables children to excel in their strengths and be given greater support in their areas of weakness. §

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WWW.EISP.CZ

ADMISSIONS@EISP.CZ

TEL: 272 181 911

EDUCATION

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.

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. We are an international school for students aged 2 to 18 years of age and look forward to hearing from you. Please email us at admissions@eisp.cz or call +420 272 181 911 to arrange a visit or order a school prospectus.

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IB EDUCATION

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The best of both worlds By Clive Underwood IB Leader & History/Business Teacher The English International School Prague, Czech Republic and Andrew Joy IB Coordinator The British International School Shanghai, China

n a diverse and multicultural city like Prague, we are always very aware that every student at an international school has their own unique set of needs and aspirations. However, when it comes to selecting a post-16 course, I believe that there are two fundamental requirements which are common to everyone.

First, it is essential that we offer a course which results in qualifications which allow every student to progress to the next phase in their education or career. The International Baccalaureate Diploma is unique in that it offers a truly international qualification which is not tied to any particular national system, leading to recognition by universities from all over the world.

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We are very conscious that when students have completed their secondary schooling at The ENGLISH International School PRAGUE, 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. 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 English International School Prague, they must be ready to face the challenges of independent study at university or college, often living alone for the first time in their lives. Merely getting a student into a good university is not enough. The student needs to have the academic background and the study skills to enable them to thrive in that environment and then go on to build a successful career. 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 English International School Prague 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 EISP 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 of well-rounded education which is demanded

by our increasingly cosmopolitan globalised society. EISP 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. 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.

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

Students will find that in university there is an increasing focus on producing work which is well-researched and written to a high academic standard. Working on the 4,000-word Extended Essay allows them to develop some of those skills under the expert supervision of one of our experienced teaching staff. Selecting one of their six subjects, they form a thesis question in a topic of their choice before embarking on extensive research. The net result of a process which can take a whole year and several drafts and redrafts is a piece of work which is of greater quality and depth than anything they have ever done before. The Theory of Knowledge course helps to develop analytical and critical thinking skills. Combining a philosophical approach with a more practical look at how knowledge is obtained in contrasting academic disciplines, it encourages rigorous thinking processes as well as 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. Itâ&#x20AC;&#x2122;s a practical course which takes place outside the classroom and involves such varied activities as sport, drama, art, creative skills and community service. IB students take ownership of this process by 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

â&#x20AC;?

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 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.

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School Life

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The English International School Prague: The IB, internationalism and global citizenship

such as caring, reflecting, risk-taking and adopting a principled approach to learning.

ere at The English International School Prague, students come from diverse and varied cultural backgrounds and we have over 40 different nationalities. Making the International Baccalaureate Diploma Programme the post-16 study option was, therefore, a natural choice.

As a school we are involved with enterprises including World Health Day, World Maths Day, Children in Conflict, environmental organisations and creating a better Habitat for Humanity, while being careful to pay attention to supporting local needs such as the elderly and local orphanages. Themed and international days are among the most anticipated events on the EISP school calendar, allowing students, parents, teachers and administrators from a range of countries to come together in a shared celebration of their cultures through language, tradition, food and various activities.

The International Baccalaureate is fast becoming the most recognised, celebrated and important post-16 qualification offered by schools across the globe. The IB operates in 141 different countries, with 3,271 schools and 949,000 students. The aim of the IB organisation is stated as: “to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect”. An important aspect of the IB Diploma Programme that we at EISP encourage a particular focus on is the concept of global citizenship. George Walker, former director general of the IBO and author of numerous books and articles on international education, explains the strength of the IB Programme as “a particular style of education – broad, interdisciplinary, active and reflective, involving particular learning experiences such as speaking more than one language, serving the community, pursuing a passion in depth – this will give students the capacity to build peaceful relations that will make the world a better place”. Educators and students at EISP have embraced this concept on a number of different levels. At classroom level, students are encouraged to initiate enquiries, communicate effectively and debate issues in a principled, caring and reflective manner. Subject choices span a range of languages, including English, Czech, Chinese, Russian, Korean, French, German and Spanish. Topic choices within subject areas tackle issues that concern us all in a rapidly globalising world, including recognition of diversity, international cooperation and the importance of sustainability and the environment. The IB Learner Profile is an important part of every EISP classroom, from Pre-Nursery to IB Diploma level, evident in the behaviour and attitudes of the students, through to visual displays centred around core principles

Clive Underwood

Over the past four years, IB students from EISP have raised funds through charitable events and visited locations as diverse as Romania, Macedonia, Ukraine and Uganda in support of organised projects. These have included rebuilding habitable residences, teaching and providing resources for an African school, staffing orphanages and learning about health care in different parts of the world. Students have taken part in international conferences through organisations such as the Model United Nations and debated in inter-school exchanges. EISP sporting endeavours also involve exchange visits to events held in numerous different European locations. Through actions initiated by the students themselves, they gain knowledge of, and develop attitudes and values towards, global issues. Students at EISP are firmly aware that their actions through cooperation and problem-solving can have a positive impact on their environment and form the seeds of solutions at a global level. The IB Programme at the English International School Prague provides a platform that enables our students to enter the most respected universities and vocational institutions. Furthermore, EISP students are given the opportunity to develop in the international and principled direction encouraged by George Walker and the IB as an organisation, namely through the provision of: “an education for international mindedness; an education designed to break down the barriers of race, religion and class; an education that extols the benefits of cultural diversity; and above all else, an education for peace.”

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School Life

EDUCATION SUPPLEMENT

School Life

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Choosing the Right School P

arents often ask me what to look for in a new school. Helping parents to select a school in the UK state sector was an important part of my role as a school leader in three large comprehensive schools in the UK. Parents needed to choose from a wide range of schools, specialist schools and academies, often quite close together physically and often with very little, on the surface, to distinguish them from each other.

By David Rowsell, Principal THE ENGLISH INTERNATIONAL SCHOOL PRAGUE, CZECH REPUBLIC

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â&#x20AC;&#x153;

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the best schools today keep a lot of information and data about their performance and that of the students. You should, of course, use this, but always be prepared to challenge the school critically on its claims

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n the international circuit it’s also a complex and potentially difficult process, as schools use an increasing variety of curriculum frameworks and have very diverse student populations. In Prague, as in most parts of the globe, the British and American systems tend to be the most prevalent, but many other systems are represented, as are 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 like www.expats.cz). Personal recommendations are often a highly valuable source. 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. I would say to be aware of assertions that cannot be backed with evidence. Mark Twain may have said that we should be wary of “lies, damned lies and statistics”. However, the best schools today do keep a lot of information and data about their performance and that of the students. You should, of course, use this, but always be

prepared to challenge the school critically on its claims. There is nothing wrong with the rigour that, in particular, the English National Curriculum brings to students’ learning in this respect. I think it’s vital that young people should be able to speak confidently about their academic strengths, weaknesses and progress, and about specifically how they can improve. Something that cannot, and should not, be measured by hard data is the value added by the school. You should ask schools to convince you about the academic progress of young people, which will often be measured in grades and levels. However, schools are about more than just a young person’s academic achievement. Personal progress and development is absolutely crucial, and IBO schools in particular are great at developing the so-called softer skills, such as teamwork, enquiry, risk taking, respect and compassion. This is often best seen in the atmosphere around the school, the general conduct and manners of the students and the variety of activities they enjoy. However, the very best schools are becoming adept at evidencing this too without

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ticking boxes and turning everything into statistics. Ask them about this evidence – it’s a good challenge. It is often (and I believe rightly) said that schools stand or fall by the quality of their students. Are young people at the school successful, confident, making a real contribution to their community and well prepared for the next move, wherever that may be? If the answer is ‘yes’, you’re almost certainly looking at a high quality school. How can you best find this out? My advice is to visit on a typical working day and ensure that you see the school as it is with no restrictions. Make sure you talk to as many students and staff as you can. Ask that this be the case – don’t just settle for the standard tour or even the principal’s speech. 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

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The best schools listen to the needs of the family and the children and show if and how they can cater for those needs. The very best will even be honest in telling you sincerely which needs they cannot match!

and communicating well? Are the pupils happy? Would you be pleased if your children conducted themselves in the same fashion? Ultimately the best way to judge the school is based on a normal working day with no show and sell. If possible, ask whether you can tour the school on your own (as well as with a guide). Ask also whether your child can come for a taster morning or whole day – the best schools will always oblige on both counts. In addition, be wary of schools which simply tell you what they have – most schools have the same things in the final analysis. The best schools listen to the needs of the family and the children and show if and how they can cater for those needs. The very best will even be honest in telling you sincerely which needs they cannot match! Be wary about a school’s facilities – they can be used to seduce prospective parents, and can be very influential in the decision-making process. However, it doesn’t 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. Most schools these days also have significant ICT

David Rowsell

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infrastructure in terms of suites or laptops and interactive white boards. 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 students and supported by the facilities. There are other considerations apart from the school itself, such as the proximity of expat housing and facilities, and travel time from home and work. These issues cannot be ignored, but usually (and certainly in the case of The English International School Prague) there is no shortage of high quality housing stock in the vicinity of the school. The single most important factor, I suggest, should be the attitude and quality of the people involved in the organisation. 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 students’ all-round development. Most successful people are able

to communicate and interact successfully with others. Interpersonal skills such as polite conversation, good behaviour and social graces and understanding and appreciating other people and cultures are therefore all-important attributes. The people 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. Great staff are intelligently passionate and give unstintingly of their commitment and time. 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. §

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

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

The British International School Bratislava

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

The British International School Abu Dhabi

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

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The British International School Shanghai

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The British School Warsaw

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

Professor Deborah Eyre

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FIVE SIMPLE STEPS TO UNIVERSITY SUCCESS By Jason Kucker Careers and HE Counsellor The English International School Prague, Czech Republic

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

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

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

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2. Be well-rounded, not two-dimensional

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

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

3. Know what you’re looking for

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

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CONTACT ADMISSIONS@EISP.CZ OR CALL US AT 272 181 911 FOR MORE INFORMATION ON SCHOOL ADMISSIONS

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4. Know what they’re looking for

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

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

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

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

Jason Kucker

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The Great Escape DAy trips and weekend getaways from prague By Suchi Rudra

hether you choose the mountains, a little village or a medieval castle, a day or weekend trip out of Prague can provide the breath of fresh air that the family needs. The Czech Republic offers a wide variety of activities a short driving distance from the capital. Pack up the kids and fire up the GPS â&#x20AC;&#x201C; itâ&#x20AC;&#x2122;s time to say na shledanou to the Astronomical Clock and head into the unknown for some expat family adventures.

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Farm fun

uring autumn, and especially in October, the best kind of farm to visit is none other than the classic pumpkin farm. Brotanek Farm, for example, is an English-friendly farm located just 35 km out of Prague that specialises in growing several types of pumpkins and gourds, both for baking and for carving. Kids can select their own pumpkins to carve up for Halloween or just to keep. There are also cute farm animals to pet and pumpkin goodies to sample. For a truly sustainable experience, check out Bohemiae Rosa Farm, a completely ecological and organic farm. Though these are not yet common in the Czech Republic, this farm is strongly committed to sustainable farming methods and organic produce, and can be visited during the day to experience the farm’s approach to the production of meat, eggs, vegetables and fruits. Visitors take a tour around the facilities, and if they wish to stay, there’s a restaurant and a small hotel that can accommodate up to 40 people. The owners also have a youth programme for high school students interested in spending a few weeks living and working on the farm.

Weekend cottages

he weekend cottage provides the perfect escape from city life: a change of pace, clean cool air and tons of outdoor activities like gardening, cycling and swimming. There are literally hundreds of thousands of cottages around the Czech Republic, and locals rush to them every time they get a chance – meaning almost every weekend. Bigger cottages can be rented and shared by several families, creating a vacation community. You too can get in on this exciting tradition and rent a relaxing holiday cottage for a weekend at a very affordable price. In summer, a house in the mountains is your starting point for practising sports such as hiking, mountain biking and paragliding. It’s in winter, however, that cottage rental is at its peak. The Czech mountains are not as high as those in neighbouring countries, but they still offer good terrain and great snow. From the biggest ski resorts in the Krkonose mountains to the smaller ski areas in Moravia, these cottages are available for rent all over the country.

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Mushroom hunting

etween the months of July and October, do as the Romans do and join the Czechs in their national pastime: mushroom hunting. Each year, millions of kilos of mushrooms are harvested from woods and forests around the country by hordes of dedicated locals. Picking mushrooms for fresh consumption and preservation is definitely a delicious, frugal and fun experience for the whole family, and all you need is a forest. Prague is surrounded by large forests that are easily reachable by car. Any forest is as good as any other if you follow a basic set of rules. The best days for harvesting are those after a heavy rain, when the mushrooms are fat from all the absorbed water. Do as the locals do and get up with the sun; if you get there around midday you’ll only find a fungi-free forest floor and happy families heading proudly back home with their wicker baskets full. Czechs learn from a very young age how to identify edible mushrooms and avoid poisonous ones. Hundreds of different types grow right next to each other, making it important to be very cautious, as some can be toxic or even deadly. It’s always best to learn from the locals, so invite a mushroom expert to your first adventure to learn the art of harvesting these delicious goodies. And any time you’re in the Czech forest, there’s always a good chance of spotting a variety of Czech fauna, including hedgehogs, hares, deer and wild boars.

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ASK THE EXPERTS

Dresden

or a real change of scenery, there’s nothing like a change of country. Drive just two hours from Prague and you’ll arrive at the little German city of Dresden. Fully rebuilt and restored after WWII, the city offers a completely different feel from any Czech town. If you find yourself needing a break from the Slavic world, a weekend in Dresden will do: indulge in a different culture, language, cuisine and idea of customer service. By staying in Dresden’s old town, with its Baroque roofs and opera houses, you’ll be able to walk everywhere and discover cafes, museums, palaces and churches along the River Elbe. One particularly grandiose attraction is the Frauenkirche, once Germany’s greatest Protestant church, and the kids will surely enjoy a visit to the Children’s Museum – found inside the Dresden Hygiene Museum, interestingly enough. Also to be found nearby is the impressive all-glass Volkswagen factory, the famous Zwinger building and a huge playground between Altmarkt Gallerie and Prager Straser. Just remember that it’s normal to get a bit tired of the city you live in – even if you haven’t been living there very long. And maybe all you need is a short trip out of town to learn to miss it a little. The Czech Republic offers plenty of nature to explore and gorgeous towns to discover, such as Karlovy Vary, Kutna Hora and Cesky Raj (which literally means Czech Paradise). You can even hop onto a commuter train from one of the smaller train stations (like Bubenec or Masarykovo Nadrazi) that will lead you right to a charming and peaceful village located just 10 or 20 minutes outside Prague. Pay a visit to the fairytale castle in Karlstejn, which was built by King Charles IV and boasts his collection of royal treasures. Or try Roztoky U Prahy for good cycling and a lovely forest for walks. The kids will love taking the tiny ferry to cross the river. Wherever you go, Prague will still be there when you come back, waiting with its Vltava arms wide open. §

ASK THE EXPERTS

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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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5 7 8 Lucky Jim (1954) Kingsley Amis

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

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

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

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

Of Mice and Men (1937) John Steinbeck

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

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

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

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

Animal Farm (1945) George Orwell

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

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

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

This book, helped in no small measure by the charming illustrations, cannot help but delight. It’s a fascinating social document in the way it lays bare lowermiddle-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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Lightening the load A discussion with relocation expert Richard Flejberk on how to make the relocation process easy by Richard Flejberk Senior Consultant, Team Relocations

hether you’re planning a move to Prague, preparing to return home or resettling even farther afield, you’ll likely need more than a few boxes and rolls of packing tape to make the transition successfully. Moving is always a headache, especially across borders when customs officials get involved, or if you’re bringing pets or other valuables. Richard Flejberk, Senior Consultant at moving and relocation company Team Relocations, gives us some advice on how to make your move and relocation less painful.

Family Matters: What are the services that expats leaving the country usually need? Richard Flejberk: Shipping goods at first looks like a very simple procedure that you can simply Google, but it might end up a very unpleasant and costly experience. Leaving expats need to make sure that all the services they use, such as accounts at local banks, utilities and rental agreements, are properly terminated. Special assistance is needed by people shipping abroad pets, motor vehicles or valuable fine-art items. Also, each country requires different customs paperwork. There are many details like this, and that is the reason people should contact a company like ours. FM: What about expats coming to the Czech Republic? RF: All major relocation companies like us extend their services with relocation, which typically include assistance with finding residency, a school for the kids and an introductory tour around the neighbourhood where they’ll be staying. Also, shipping personal effects and household goods gives you exclusion from paying import duties and taxes. But this must be supported with paperwork required by law, which might vary depending on the legal status of the person relocating to the Czech Republic. FM: Are there more expats arriving or leaving these days in the Czech Republic? RF: The main wave of worldwide companies opening their office in the Czech Republic and relocating the necessary staff has passed. These days, it’s about 50/50. What is growing in number is local people who have proved their high professional skills to their employers and are assigned abroad. FM: Have you ever had any strange relocation or moving requests? RF: Yes, over the years we have solved cases like moving a horse to the United Arab Emirates

and moving a helicopter from Africa to Prague. We’ve also moved a historical weapons collection to the United States, which wasn’t an easy task, especially with the increased security customs requirements nowadays. We also participated in a hospital move. The whole hospital was moved, including some patients still on their beds connected to medical equipment. FM: What about people with very valuable belongings? How can they make sure they don’t get lost, stolen or broken? Should they have any special insurance? RF: We work for individuals and art galleries shipping and insuring valuable paintings and sculptures including oversized, heavy items. There are specific procedures connected to moving high valuables. Double bubblewrapping protection, polystyrene chips, carton and plywood crates are used to pack them, and the most experienced movers are assigned to this task. Every single box or packed item, valuable or not, is written on an inventory list. It has its number, which is on the package at the same time. Movers check how many items were loaded, how many were unloaded, what came into the warehouse and what came out. Overseas containers are sealed at origin in front of client and unsealed at the destination. We offer insurance tailored to the value and overall condition of the move and the object, and we let the client choose our or a third party’s solution. FM: What is the most complicated part of relocation and moving? How does your company handle it? RF: It’s difficult to say. Every relocation is individual – it’s like a puzzle, once you miss a single piece, the whole thing doesn’t work out. To watch out for the smallest details is impossible for people outside the moving industry. It’s not something you can learn from brochures, books or the Internet. Experience and flexibility to solve any kind of situation is most important. Even after years in the

Every relocation is individual – it’s like a puzzle, once you miss a single piece, the whole thing doesn’t work out

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business, we still face new challenges which we are always ready to take on. FM: How far in advance should people begin planning their relocation when leaving the Czech Republic?

RF: It depends how deeply local you have become. The longer you’ve stayed, the more services you have to terminate, the more items to get rid of, the more agreements to end. Also, there are high season times in moving. I would advise people to contact a relocation company between ten weeks to a year in advance, depending on the size of the move and the final destination. Having said that, we have clients in situations that require immediate action, and that means we’re able to arrange service with much shorter notice – even the next day. §

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

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

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

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

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

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

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OFFSHORE INVESTMENT OPTIONS

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

Wade Dawson

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

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

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

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

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

diversification

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

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risk

reward

- Wade Dawson, Senior Partner

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

AUSTEN MORRIS ASSOCIATES www.austenmorris.com

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

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

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

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

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

the world, every student has been the new kid at one time or another. TCKs tend to have a sense of openness and confidence in handling new situations, simply because they have to! During school they inevitably say many goodbyes to good friends; they have to make new friends continuously. This can of course lead to having many good friends all over the world, but can also create a situation where a protective mechanism is built up and out of sight is out of mind, leaving the TCK with few friends from a specific period in their life. Do the advantages of being a TCK outweigh the disadvantages? TCKs will always be different; they will always have a different way of perceiving the world and a unique understanding of the challenges of a multicultural environment. In the modern world these are key skills. There are plenty of resources to help you better understand your third 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. §

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

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Playing it safe

Vaccinations in the Czech Republic By Dr Jaromir Vomacka Head Doctor, Canadian Medical Care Vaccination Centre

and Dr Magdalena Kreimova Pediatrician, Canadian Medical Care

What ARE THE DIFFERENCES BETWEEN MANDATORY VACCINATIONS IN THE EU AND NON-EU STATES? Individual EU states have different systems of vaccination, recommendations and vaccination calendars. For several years an effort has been made to unify the system. In non-EU countries the differences are even larger; for example, rubella vaccination is sometimes not applied in combination with measles and mumps vaccinations. Also, hepatitis or HiB (Haemophilus Influenzae) is sometimes missing.

What changes have recently been made to the Czech vaccination calendar? The most important change has been abolishment of country-wide vaccination against tuberculosis and the related possibility of earlier mandatory and recommended vaccination. However, children whose parents have lived in

countries with frequent occurrence or whose families have had a case of the disease must be vaccinated against TB, though it’s not highly contagious and the possibility of infection is sometimes just theoretical. Some changes have also been made to the vaccination against diphtheria, tetanus, pertusis and polio, which is now carried out between the age of 10 and 11.

What about mandatory vaccinations for children not born in the Czech Republic? Children living here long-term must be vaccinated according to the Czech calendar. I often meet children who travel around the world and follow different vaccination schemes. It’s relatively simple to modify vaccination depending on the country they will live in. Most children are vaccinated by the calendar scheme of their home country, sometimes with age-specific or country-specific vaccines, such as vaccination against Japanese Encephalitis for people from East Asia.

What vaccination should not be omitted for a long-term stay in the Czech Republic? Certainly tick-borne encephalitis, and routinely, as for all travellers, hepatitis A. About 30 percent of children and 7 percent of adults in the Czech Republic are vaccinated against tick-borne encephalitis, while the ideal would be, as for all other vaccinations, 90-100 percent. For example, Austria has 86 percent and has been very successful in reducing the number of infected. Also, vaccination against aggressive pneumococcal diseases (serious pneumonia and inflammation of the central nervous system) has had a large impact on the occurrence of these diseases within the population. This vaccination is available for children older than three months. A significant decrease in the occurrence of these diseases was observed, for example, in the Polish town Kielce. We also recommend, for girls, vaccination against HPV (cervical cancer vaccination). It would be also beneficial to include this vaccination in the country-wide vaccination scheme. § Questions: cmc@cmcpraha.cz

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

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

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

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

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

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

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

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‘Magic pills’: Back to school with homeopathy A discussion with Homeopath A. SzEkely Andrea Szekely BA BSc (Hons) Homeopathy Homeopathy Clinic Prague, Pruhonice

omeopathy is currently used and enjoyed by people around the world. Homeopathic remedies are also considered by some to be much safer than conventional drugs. One 8-year-old patient of mine just calls them “magic pills”. In this article I address some common complaints that your children may face at the start of the new school year and suggest some basic remedies. Remedies are safe and easy to use by a lay person and a small selection is all you need to handle a variety of complaints. What’s more, remedies work well alongside any conventional medication prescribed by your doctor.

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Back to school or nursery in the autumn can mean back to the doctor’s surgery for many children. Weather changes put children’s immune system under pressure; little anxieties around the new school year mount up and express themselves as physical symptoms; various bugs and infections are caught one after the other as large numbers of children come in close contact with one other.

Anxiety The beginning of the school year can be an anxious time for children if they’re off to school for the first time or moving to a new school, especially in a new country. Most children experience low level nervousness for the first days or weeks, which soon passes, but for some it can be more of a problem. Children express anxiety in a variety of forms. They may not tell you they’re anxious, but you can pick up signs of anxiety if your child behaves differently to normal, suddenly loses energy or there’s a change in their toilet habits. Some children become lethargic, quiet and withdrawn as a result of anticipatory anxiety, nervousness and worry. Gelsemium can be a good remedy for these children. It’s one of the best remedies for apprehension before a big event that a child finds emotionally challenging. A child requiring Gelsemium will show sudden weakness, tremble or generally feel too anxious to face the world, with increased frequency of urination. If your child is feeling shy about the start of term, Lycopodium is also a great remedy to try. Use it when anxiety stems from a lack of confidence and is accompanied by digestive disturbances such as a bloated abdomen with or without flatulence. If your child is saying, “My tummy hurts, I don’t want to go to school”, give a dose of Lycopodium a try. Argentum Nitricum is another excellent remedy for anticipatory anxiety accompanied by bumps, bruises or diarrhoea before a big event. It’s often used to ease stage fright.

a child is excited, sleepless from an overactive imagination and easily exhausted.

Injuries Probably the most well-known homeopathic remedy, Arnica is the first remedy to take for any or shock and the number one remedy to keep in your handbag or jeans pocket. When a trip to the playground or football ground turns into a trip to the emergency unit, give Arnica repeatedly on the way to the hospital to reduce bleeding, pain and tissue damage.

Sadness and disappointment Feeling sad and disappointed happens to everyone; it’s what makes us human. However, when sadness becomes part of a person, it starts to limit life and can cause psychosomatic complaints. When loving words or hugs fail and your child remains upset, moody or even hysterical, think of Ignatia. For example, if a best friend has moved to another country and your child acutely experiences their loss upon returning to school; if a close and important friendship breaks up, leaving your child feeling disappointed and lonely; or following the tragic loss of a beloved pet. It’s a well-known remedy for grief and can be given to children whose parents are undergoing separation. A few doses can help dissolve the helpless feeling, so your child can deal with the situation in a positive and forward-looking manner.

Autumn/winter ‘tummy bugs’ (gastroenteritis) For diarrhoea and vomiting, whether of viral or bacterial origin, Arsenicum Album is a good first port of call, especially if your child is shivery, restless or agitated, anxious about their health and doesn’t want you to leave the room. It can quickly help the child retain fluids, regulate temperature and reduce any associated pain or cramping. Remember to ensure that you offer plenty of fluids and seek medical advice immediately if symptoms persist or worsen.

If your son or daughter becomes unusually clingy due to back-to-school nerves, or even weepy about leaving you behind, Pulsatilla is the remedy to consider, especially if the separation anxiety is accompanied by bedwetting. One dose usually works wonders for children’s feelings of abandonment when a parent leaves for a long business trip.

Where to buy remedies and how to take them

As with any anxiety, find out what’s behind the behaviour change and deal with it appropriately; always ensure that the school is involved if there is suspected or actual bullying taking place.

Some medical centres and doctors in Prague will prescribe homeopathic remedies if you request a natural solution.

Excitement and overwork When children move up from Reception to Year One, or from junior into senior school, not only is there a lot of excitement about progressing to be among the older kids, but there’s a sharp increase in the level of schoolwork and homework, so these children often end up exhausted after the first week. Phosphorus has traditionally been used when

All the remedies mentioned here are available from good local pharmacies which carry a homeopathic range. For a home pharmacy it’s best to buy remedies in 30CH strength; ask your pharmacist for Gelsemium 30CH.

In the early stages of symptoms, give one dose as indicated on the packaging every 30-60 minutes, stopping once you see an improvement. For more established symptoms, give one pill three-four times daily, again stopping once you see that things are improving; this is a sign that the body’s self-healing mechanism has been boosted into action. If you see symptoms returning, simply give another 2-4 doses. If you’ve given four doses of a remedy and

The beginning of the school year can be an anxious time for children if they’re off to school for the first time or moving to a new school, especially in a new country. Most children experience low level nervousness for the first days or weeks, which soon passes, but for some it can be more of a problem

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nothing happens, it’s not the right remedy for your child’s particular symptoms; or if you’ve given the remedies and symptoms have ceased only to return, the remedy is not deep-acting enough. Stop treating and consult a ‘qualified’ homeopath for further advice.

Treatment by a professional homeopath may not only offer relief from acute complaints but can also claim to help chronic conditions of a physical, emotional or mental nature. Every autumn and spring I offer low-cost beginners courses to people interested in learning how to treat their own family for minor acute complaints. Why not sign up for the next course at www.homeopathyclinicprague.cz. Family Matters and The English International School Prague in no way specifically endorse the ideas, concepts or practices expressed in this article.

The obesity problem

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A discussion with Dr Thomas By Dr Richard Thomas

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. §

FAMILY MATTERS

Giant termite hill, Litchfield, Northern Territory

School Life

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FAMILY MATTERS

kakadu

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

here’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 – all within a 3-hour drive of each other and Darwin. Easy driving and magnificent nature-based activities to enjoy for the whole family! 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

FAMILY MATTERS

School Life

Lotus flower in Mangrove, Kakadu National Park

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

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

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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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 recuperate, visit some museums, do some shopping and enjoy the atmosphere of the famous night markets.

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

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Sunset in Kakadu

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

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. §

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FAMILY MATTERS

School Life

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