Brain Fitness

Brain

Here’s a quick share.

There’s a new 12 part video series which is being shared free of charge over the coming days about prevention of brain disease, especially ways to prevent Alzheimers disease. However, I think it’s going to carry a lot more information that will be useful for ways to have a healthy brain in all ways:

Science of Prevention – Alzheimer’s Episode 1

You do need to move quickly on this as the first two episodes have already been released and will only be visible for a short time. The other ten episodes will be issued over coming days.

Like our physical health, we can’t or shouldn’t simply take our mental health for granted. There are actions we can take, things we can do to ensure that our brains will serve us well and support all our life goals throughout our lives.

Active Kids Are Healthier Kids

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Today’s parents grew up before the arrival of the smart phone or tablet. As a result, those who stop to think about it struggle to figure out what’s right to do. Especially with very young children it’s phenomenally tempting to let the device take the place of a child minder. Small children, once they have such a device in their hands, prove to be remarkably speedy learners. They can find their way around, delete things, download apps and open what interests them most. And they become so terribly passive, ‘well-behaved’ and docile, giving parents no trouble or disturbance while they surf the latest riveting posts and make themselves ever more anxious that their dull, messy lives cannot match up to the amazing, beautiful lives of their dear friends on Insta and Facebook.

If you ask many whether what they’re doing is OK, they might show a momentary hesitation – but it’s all so tempting. Little Johnnie hasn’t given any trouble for the last hour. And the last time Mama tried to take the tablet away from him the screaming fit in the middle of the supermarket was just so embarrassing.  So, better to let him carry on. he must be OK.

But, there is a small nagging doubt in the back of Mama’s mind, ever since she read news stories about how high placed people in the Silicon Valley tech companies don’t allow their children to use mobile devices. They ought to know what’s for the best? But, little Johnnie’s so much better behaved like this, and Mama has a headache worrying about the fact that she seems to be the only one of her friends who hasn’t yet Konmari’d her home. She used to invite friends round for coffee, but now it would just be too humiliating.

Today, Mama’s really not sure she has any gratitude for the wise people at the World Health Organisation (WHO) who have carried out an extensive review of the scientific evidence to issue guidance which was published last week. Their recommendations address the appropriate amounts of sleep, exercise and screen time for babies and infants under 5. They had issued guidance for older age ranges earlier dealing particularly with physical activity (5 to 17, 18-64 and 65 and over).

World Health Organisation Guidelines – Diet and Physical Activity

Mama hasn’t forgotten the trouble that happened when it was discovered that her older son’s friend was feasting on copious amounts of screen time at her house, after his parents had specifically told her that they had made a rule to limit him to one hour per day. “Surely, that was cruelty to deny the child something he liked so much,” she rationalised. In her heart she knew her real reason was that she saw no way of introducing and maintaining such a rule for her own child, and she does like to be the popular Aunty! Such a minefield dealing with other kids’ parents!

These new WHO guidelines deal with needs for exercise, sleep and (passive) screen time for three age categories; under 1, one to two and three to four. Their focus regarding screen time seems to have been more on the physical effects of inactivity more than effect on eyes or mental and psychological impacts of excessive screen time. More screen time equals more sedentary time, means major contribution to growing levels of childhood obesity.

CNN – Health – Exercise, Sleep and Screen Time Recommendations For Under 5’s

The information contained here is vitally important for care givers as well as those in a position to educate and guide parents, especially professionals working in early years environments. However, it should also lead many in early years and playgroup situations to assess their own practices as well. It’s important to note the stress placed on free and active play as the primary route for learning for children in this age range. Educators who become hellbent on an academic head start for these children with weighty syllabus and limited play would do well to review the implications of these recommendations. If parents are a long way from the scenario in these guidelines, at least the educators shouldn’t be making things worse!

Finally, here’s an article from The Atlantic that acknowledges some of the challenges in moving towards these guidelines. If anything, this is an acknowledgement that in many environments, especially prosperous Western cities, the children are already a very long way away from what’s being recommended. There’s a long road ahead and time will show the full implications for children growing up with shortages of quality sleep, active physical play and an excess of passive screen time.

The Atlantic – How Should Parents Interpret Screen-Time Recommendations?

70th Anniversary of Universal Declaration of Human Rights

There may never have been a more important time for us all to reconnect with the values that were enshrined in the Universal Declaration seventy years ago. It’s also critical that educators find means and opportunities to engage children with the meaning and understanding of human rights.

It’s all too easy for people to take their human rights for granted when they feel they live in situations where they are not under threat. However, millions today are not so fortunate. We still live in a world where persecution, unfairness and inequality are rife. In those circumstances, it’s vital that we work with children to understand how, when we stand up for the human rights of the oppressed and the less fortunate, we make a better world for all of us, a more secure world, a safer world.

International Mindedness – Article in ‘Global Insights’

An article originally written a little while ago for this blog has been included in the magazine ‘Global Insights’ published by The Educational Collaborative for International Schools

The whole magazine edition has lots of interesting articles. Mine appears on Page 26.

globalinsights_issue5

Privilege and the Old Boy Network

If anyone ever had cause to wonder whether privilege still opens doors in the UK, whether those born with the proverbial silver spoon still get all the best opportunities, then here’s the evidence.

London Evening Standard – Nine UK Schools Produce Country’s Most Powerful People

As the article suggests, a great deal of thought and energy has gone in over many years to improving equality of opportunity, to ensure that education can level the field and create social mobility. However, the article appears to show that whatever effect there has been is woefully little.

It still matters a great deal where you went to school ….. and who with!

Dinosaurs in the Classroom

This isn’t the article i intended to write on the blog. That’s still half written, so i’ll save it for another day. Instead, I saw something that got me so hot under the collar that i felt the need to get some stuff off my chest.

First, a bit of background about what’s made me mad.

Over 30 years ago, I was a young man fresh out of college and early in my first career as a private banker. I was excited and thrilled to be out in the professional world at last, ready to build my career. However, I had already had a few months to realise that all was not necessarily well in the world of work and that there were many sharp rocks in the water that could harm a career or harm the idea that all the people working in an organisation are strongest when they all align and pool their best efforts in a common direction. A couple of short stories will illustrate.

Initially, I had to rotate through all the departments of our bank – to understand the work done by each department and begin to build my technical knowledge. I started in the wills, trusts and estates department, full of dusty ledgers and ruled by arcane sets of rules on double entry bookkeeping. Maybe work that entails whole days rifling through the personal possessions of people who’ve just died does something to the inhabitants after a while. After a few weeks I was given a task to collate the records of a large collection of share certificates. Some were for defunct and bankrupt companies, some had been taken over, in some cases the shares had been split many times. It was technical and time consuming work that required great accuracy. I was new, i wanted to learn and i threw myself in to it heart and soul. Extra hours, skipped lunch breaks – I was in the zone. When I’d finished I checked and double checked my work before taking it to the desk of the supervisor.

He opened up the ledger, looked it over for a while and then told me he’d get back to me. Three days later he called me to his desk. He didn’t invite me to sit, pushed his glasses down his nose and peered over the top at me. “Hmm. Interesting.”
My heart lurched. I’d been so careful in the work, had taken such care. Had I made a mistake?
“Wellllll, it’s all correct, as far as it goes ……………. but this isn’t the way we do it here.”
“But is the information accurate, correct and understandable?”
“Yes, Mark. But, you need to understand, this isn’t the way we do it around here.”

All my pride in that piece of work just washed away like someone had pulled out a big plug. I struggled to understand how a piece of work could be right, accurate, clear and yet ……… all wrong because it wasn’t laid out according to some hidden, secret, set of protocols. needless to say, I was made to lay the information out in exactly the way required. my enthusiasm and sense of ownership had gone and somewhere I was cautioned to limit my inclination to use initiative and innovate.

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In the following weeks I picked myself up, renewed my energy and decided to be positive and optimistic, putting this experience down more to the individual I was reporting to than the system as a whole. I threw myself back in to my work with new energy.

A few weeks went by. I will never forget a particular Friday when i took some time out to go to lunch with a couple of my colleagues. As i was coming back in to the building I suddenly felt a tug on my elbow. A much older colleague with whom I’d had little dealings asked/ told me to step in to a meeting room. As I entered, I recalled that someone had pointed him out to me as ‘the union rep.

“Mark, I needed to talk to you on a very important matter.” He looked stern. “It’s come to our attention that you’ve been working late, taking work home and doing extra projects for the management. It must stop immediately. You’re setting a bad example, management will start expecting it of everyone and we can’t have that.”

After I picked my jaw up off the floor I figured out how I wanted to respond. I won’t write exactly what i said here, but the gist was that I told him to mind his own business and that I would thank him not to infringe on my rights to choose how i approached my career.

There is a little side note to that story. About 5 years later I bumped into said Union Man at a company event. By that time I’d undergone a few promotions, moved jobs and offices, done a secondment in the Channel Islands and was generally moving forward in my career pretty rapidly. He, on the other hand, still sat in the same office, doing the same job at the same grade and was known to be full of bitterness towards the company that he considered had failed to recognise his talents! My only hope at the time was that he wasn’t getting to pour his poison in the ears of any other young, keen and ambitious employees.

I’ve always chosen to live (and work) according to the spirit of the famous poem ‘Invictus’, by William Ernest Henley;

“I am the master of my fate: I am the captain of my soul.”

We are none of us helpless and we hold our fate in our hands. I also find common cause with writers like Cal Newport, Seth Godin, Simon Sinek and Adam Grant;

Cal Newport – So Good They Can’t Ignore You

“Stop worrying about what you feel like doing (and what the world owes you) and instead, start creating something meaningful and then give it to the world. Cal really delivers with this one.”
–Seth Godin, author, Linchpin

Adam Grant – Give and Take 

Simon Sinek – Leaders Eat Last

These writers all have in common that they are considered to be Twenty First Century thinkers and writers, espousing the right ideas for those who want to succeed in a rapidly changing and demanding environment.

I well remember after i left banking in the late 1990s that as I worked to change my career I started to evaluate where I wanted to work. Without ties, the world was open to me. In some ways, the decision was made for me when people started talking genuinely and seriously about legislation that would, by law, limit the working week. As though, somehow, in some sort of socialist Lala Land it was going to be mandated that nobody must have ambition, nobody must make effort to rise above anyone else, nobody should gain or benefit from the fruit of their own labour. This was all the motivation I needed to set out on an international venture that has now stretched for close to 19 years.

Young people today are growing up in a very different world to the one that I grew up in. It’s way more global, more connected, faster paced and requires a greater level of continuous learning (and unlearning) . This is exactly the kind of world that Newport, Godin, Sinek and Grant are pointing towards. This makes two things very clear to me;

a) When adults say of lifelong learning things like, “I make a particular point of learning from everyone around me,” you’re listening to someone who’s fudging it. Lifelong learning means real learning, not just the lazy practice of kidding yourself that because you spend time around others you’re absorbing their knowledge and wisdom by osmosis. If that was true, we should give every kid in school and A grade when they pass out – just because they showed up and spent time around others.

It also, though, doesn’t necessarily mean the frenzied pursuit of more and more bits of paper. Certificates that say you attended some programme of learning don’t necessarily represent a good fit with the knowledge you need at the time. The best learning to meet the needs of an ever evolving life is the learning that can be gathered through a self-generated and evolving curriculum based upon personal interest, opportunities and circumstances.

b) And this one is the real bee that got under my bonnet and inspired me to park the other article i was writing – people like Union Man shouldn’t be allowed anywhere near Twenty First Century children or their teachers. Their toxic line in mediocrity is so unhealthy that it has no place.

What do i mean – here’s an article published in TES that had me almost frothing at the mouth;

TES – Teachers Shouldn’t be Expected to Work For Free

This article seems to start off on the subject of school/ education funding. However, suddenly it veers off in to a rabid attack on school leaders in a style that would have been worthy of a protege of my Union Man from 30 years ago.

According to the writer, every time a teacher is offered an opportunity to learn, to grow, to expand their skills in to new areas their first response should be, “Not until you tell me what’s in it for me.”

This is how we prepare and motivate teachers to lead a new generation towards fulfilling their potential, grabbing opportunities in the global economy. Do the world’s great creators, artists, designers, idea generators ask, “Can I get away without doing this extra half an hour of effort?” or “Tell me what I’m getting paid before I put in this effort.”

This is the way educators in Britain will condemn another generation of young people to live stunted and denuded lives, wondering why they’re not better off than their parents’ generation, wondering why all the money and jobs seem to be flowing elsewhere, why Asian economies are so buoyant while theirs remains so anemic.

If the writer needs extra time to watch Great British Bake Off, rather than supporting a generation of children to get the best possible education that is his prerogative. But I wish he’d keep it to himself

 

Leaders Don’t Do Simple

Alibaba CEO Jack Ma: If You Want Your Life to Be Simple, Don’t Be the Leader – inc-asean.com

http://inc-asean.com/the-inc-life/alibaba-ceo-jack-ma-if-you-want-your-life-to-be-simple-dont-be-the-leader/

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