Sunday, June 15, 2014

Regular exercise changes the brain to improve memory, thinking skills



There are plenty of good reasons to be physically active. Big ones include reducing the odds of developing heart disease, stroke, and diabetes. Maybe you want to lose weight, lower your blood pressure, prevent depression, or just look better. Here’s another one, which especially applies to those of us (including me) experiencing the brain fog that comes with age: exercise changes the brain in ways that protect memory and thinking skills.
In a study done at the University of British Columbia, researchers found that regular aerobic exercise, the kind that gets your heart and your sweat glands pumping, appears to boost the size of the hippocampus, the brain area involved in verbal memory and learning. Resistance training, balance and muscle toning exercises did not have the same results. The results were published this week in the British Journal of Sports Medicine.
The finding comes at a critical time. Researchers say one new case of dementia is detected every four seconds globally. They estimate that by the year 2050, more than 115 million people will have dementia worldwide.

Exercise and the brain

As I write in the May 2014 Harvard Health Letter, exercise helps memory and thinking through both direct and indirect means. The benefits of exercise come directly from its ability to reduce insulin resistance, reduce inflammation, and stimulate the release of growth factors—chemicals in the brain that affect the health of brain cells, the growth of new blood vessels in the brain, and even the abundance and survival of new brain cells.
Indirectly, exercise improves mood and sleep, and reduces stress and anxiety. Problems in these areas frequently cause or contribute to cognitive impairment.
Many studies have suggested that the parts of the brain that control thinking and memory (the prefrontal cortex and medial temporal cortex) have greater volume in people who exercise versus people who don’t. “Even more exciting is the finding that engaging in a program of regular exercise of moderate intensity over six months or a year is associated with an increase in the volume of selected brain regions,” says Dr. Scott McGinnis, a neurologist at Brigham and Women’s Hospital and an instructor in neurology at Harvard Medical School.

Put it to the test

So what should you do? Start exercising! We don’t know exactly which exercise is best. Almost all of the research has looked at walking, including the latest study. “It’s likely that other forms of aerobic exercise that get your heart pumping might yield similar benefits,” says Dr. McGinnis.
How much exercise is required? The study participants walked briskly for one hour, twice a week. That’s 120 minutes of moderate intensity exercise a week. Standard recommendations advise half an hour of moderate physical activity most days of the week, or 150 minutes a week. If that seems daunting, start with a few minutes a day, and increase the amount you exercise by five or 10 minutes every week until you reach your goal.
If you don’t want to walk, consider other moderate-intensity exercises, such as swimming, stair climbing, tennis, squash, or dancing. Don’t forget that household activities can count as well, such as intense floor mopping, raking leaves, or anything that gets your heart pumping so much that you break out in a light sweat.
Don’t have the discipline to do it on your own? Try any or all of these ideas:
  • Join a class or work out with a friend who’ll hold you accountable.
  • Track your progress, which encourages you to reach a goal.
  • If you’re able, hire a personal trainer. (Paying an expert is good motivation.)
Whatever exercise and motivators you choose, commit to establishing exercise as a habit, almost like taking a prescription medication. After all, they say that exercise is medicine, and that can go on the top of anyone’s list of reasons to work out.

Saturday, June 14, 2014

Night Bike Fun

Thank you to everyone who was able to come out on Friday night. It was great fun riding with you and getting to see a bit of Bangkok. 

We stumbled upon a parade on Khao San Road

Sonia and Lauren are happy to be in Bangkok

This guy was set on selling Francis something he absolutely needed!

Muha, Lauren, Francis, Justin

Getting ready to start the ride.

Bikes at Wat Arun

On the ferry

Flower Market

Wat Arun

Part of the crew at Wat Po

Everyone together at Wat Arun

Peter found something delicious

Flower Market

Friday, June 13, 2014

Want to work in Eritrea?


There is an Early Childhood Teacher position open at 
Asmara International Community School, in Asmara, Eritrea.  
It is a small school with a great academic record.  Excellent chance to save.
If you are interested please contact the incoming head of school Colin Webster (mr.colinwebster@gmail.com) or the departing head of school Paul Neary (aicsdirector@gmail.com).
Colin will be in Bangkok for another week if you are interested in a face to face interview.

Thursday, June 12, 2014

Ashtanga Express


Come enjoy a short practice from 12:15 - 12:45p on Tuesday, June 17th and Thursday, June 19th in room 206 (next to the PAC). Bring a mat if you have one.

Happy Father's Day

Jet's daughter Alethea graduated from college on Friday. Congratulations!
We honor and celebrate all of the dad's who are with us this week and not able to be with their children on Father's Day. Anytime today, you may go to the Canteen and get an ice cream on us. Just let them know that you are one of the TCNJ dads!
Tabitha's husband and sons (Somsak and Ben).

If you would like to share a picture of your children, please send it to me and I will add it to this post so that we can all celebrate our families (furry children count too).

40 Student Reflection Questions

I saw this on Edutopia today and thought some of you might be interested.




 The 40 Reflection Questions 
Backward-Looking: 
1. How much did you know about the subject before we started? 
2. What process did you go through to produce this piece? 
3. Have you done a similar kind of work in the past (earlier in the year or in a previous grade; in school or out of school)? 
4. In what ways have you gotten better at this kind of work? 
5. In what ways do you think you need to improve? 
6. What problems did you encounter while you were working on this piece? How did you solve them? 
7. What resources did you use while working on this piece? Which ones were especially helpful? Which ones would you use again? 
8. Does this work tell a story? 

Inward-Looking: 
9. How do you feel about this piece of work? What parts of it do you particularly like? Dislike? Why? What did/do you enjoy about this piece or work? 
10. What was especially satisfying to you about either the process or the finished product? 
11. What did/do you find frustrating about it? 
12. What were your standards for this piece of work? 
13. Did you meet your standards? 
14. What were your goals for meeting this piece of work? Did your goals change as you worked on it? Did you meet your goals? 
15. What does this piece reveal about you as a learner? 
16. What did you learn about yourself as you worked on this piece? 
17. Have you changed any ideas you used to have on this subject? 
18. Find another piece of work that you did at the beginning of the year to compare and contrast with this what changes can you see? 
19. How did those changes come about? 
20. What does that tell you about yourself and how you learn? 

Outward-Looking: 
21. Did you do your work the way other people did theirs? 
22. In what ways did you do it differently? 
23. In what ways was your work or process similar? 
24. If you were the teacher, what comments would you make about this piece? 
25. What grade would you give it? Why? 
26. What the one thing you particularly want people to notice when they look at your work? 
27. What do your classmates particularly notice about your piece when they look at it? 
28. In what ways did your work meet the standards for this assignment? 
29. In what ways did it not meet those standards? 
30. If someone else were looking at the piece, what might they learn about who you are? 

Forward-Looking: 
31. One thing I would like to improve upon is ... 
32. What would you change if you had a chance to do this piece over again? 
33. What will you change in the next revision of this piece? 
34. What's the one thing that you have seen in your classmates' work or process that you would like to try in your next piece? 
35. As you look at this piece, what's one thing that you would like to try to improve upon? 
36. What's one goal you would like to set for yourself for next time? 
37. What would you like to spend more time on in school? 
38. What might you want next year's teacher to know about you (what things you're good at)? 
39. What things you might want more help with? 

40. What work would you show her to help her understand those things?

Tech Help!

If you are having technology problems, please come to the first floor offices at 8:00a on Friday, June 13th. Dominick has arranged for a tech person to come and provide assistance.

Just as a reminder: Your network is "@faculty", login: tcnj, pw: tcnj1314