Fresh Air Matters... with Capt. Yaw
Welcome to 2014. No matter where you are in the world, you are looking at a brand New Year! What has happened in the past is no longer, it can only be used to guide you in your decisions for the New Year ahead -YOUR FUTURE. 'We cannot change the past, but we can shape the future', is a useful mantra that has a real purpose as we stand in the gateway of a fresh planetary orbit of the sun.
Of course, the 'year start point' is a rather arbitrary point, decided many years ago, but adhered to by the majority of the planet's population for practical reasons. In all honesty, each and every day is the start of a new year, if we want it to be! (Chinese, Moslems and many others each have their own 'year start' points.) Nonetheless, 1st January is celebrated around the world as the first day of a new Gregorian Calendar, and with it a vision of what we expect, and hope for, in the coming 365(.242 days) - and they are already ticking by at a rate of knots!
In Ghana we have an Adinkra symbol, that echoes its own 'philosophy', called simply 'Sankofa' or 'go back to fetch it'. It practically symbolises that 'we cannot go forwards without knowing where came from', or 'we should learn from the past to build the future'. Often depicted as a bird looking over its own shoulder at itself as an egg (which is not only where it came from but also what it will soon produce - thus its own future!); the concept exists in parallel forms across civilisations of the world.
I like to consider a New Year rather like a waypoint on an aviation navigation - a point of 'restart'. A moment where you can select a new heading, level the wings, reset the direction indicator, reset the stopwatch, pick out a target way ahead, and 'start from a clean slate'. I sometimes call the waypoints in navigation 'hallelujah moments'. You have achieved one leg of your route, and are about to start another. Furthermore, any mistakes you made in getting to where you are, can be struck through, and you may legitimately reset the timer, adjust the heading, and off you go. Of course, you would a foolish pilot not to learn from what happened on the last leg of your navigation!
Taking note of the features of the past leg - weather; the time left until sunset; the direction and strength of the wind; the general feel of the air; the look of the waters below you (for their colour can tell you a lot about impending events in the atmosphere); the sound of the engine; the rate of fuel consumption; fuel remaining; hunger, tiredness and thirst levels; and so much more - are all key to being well equipped to make fewer mistakes, achieving more, on the forthcoming leg of one's passage towards Nirvana.
Of course, in order to move forwards safely, that is where you must be looking. It is good to reflect on the past, and keep the precious lessons of history close to mind, to avoid falling into the grips of unnecessary challenges. At the same time it is essential to focus attention on a feature on the horizon - looking forward, reading the signs of the sky and terrain ahead, and always making sure that you have an emergency route in mind as well!
I don't think many of us look back at 2013 as a year of greatness - anywhere in the world. It was a tough year. I am sure that on the first of January 2014 many people considered they had vanquished 2013 and shouted 'hallelujah' as they embraced an untouched 2014.
This year clearly has many navigational hurdles ahead - one would be foolish to think that this was a year of plenty joy, and few challenges. It is going to be a year where our piloting skills will be put to the test - one where the need to plan, react and adapt are essential to getting to the next waypoint intact.
Whether we consider food security, cash flow, climate change, international affairs, business development or personal progress, 2014 will be a year that requires all of our skills to ensure that we achieve desired goals, through an age old secret that has been lost to the masses.
Yes, there is a secret to surviving the challenges that 2014 has hidden up its celestial sleeves! Yes, there is a way to overcome the worst of the challenges that we can imagine in the darkness of our sleepiest nightmares. Yes, there is a way to move forward in 2014, like a pilot, knowing that you are equipped to reach that far off waypoint, marked on the calendar at the end of December.
The secret is simple, and it has several components:-
1. Hard work. Without constantly working hard towards the goal, you cannot complain if you do not make it. Long hours, few off days, and waking up in the night thinking about a solution - are all part of working towards success.
2. Perseverance. The ability to continue in the face of adversity - a personality trait that often annoys others, but leads the carrier of the mentality towards success - despite the naysayers!
3. Determination. Get it into your head that you are going to overcome - and keep that at the front of your mind. Be ready to step out and take the risk - if you believe that you are able to succeed. Do not be put down, put off or put away by others - breath in, chest out, head up and set your chin steadfastly out - then march forward to win your battles. (Always remembering that losing the odd battle has nothing to do with the overall outcome of your conflict!)
4. Faith. Have your faith in your God, your purpose and the people you work with. Trust, believe in them, but never forget to believe in yourself! You can do it. You will do it.
5. Read. Read a lot - about all sorts of things. Fiction and fact. Current Affairs and biographies - and some fantasy too. Reading is one of the most inspiring things you can ever do. Try to set aside at least one hour per day to reading. (even reading the newspaper - or internet news feed - even this column on a Monday!). Reading stretches your mind, ploughs the fields of your grey matter and plants the seeds of innovation like no other activity known to mankind.
May we all be together in January of 2015, with fantastic stories to tell, with a host of fantastic experiences - with tears of joy and sadness banked away - moments of fear and fun worn with pride and to know without doubt that we will have made a positive difference to all around us in 2014.
Capt. Yaw is Chief Flying Instructor and Chief Engineer at WAASPS, and Pilot/Engineer with Medicine on the Move, Humanitarian Aviation Logistics (www.waasps.com www.medicineonthemove.org e-mail capt.yaw@waasps.com)
Monday, January 13, 2014
Monday, December 23, 2013
December 23rd, 2013
Fresh Air Matters... with Capt. Yaw
Well, another year has all but gone, and this week there will be 'Seasons Greetings' galore. Many will celebrate Christmas, and New Year. Airports will be choked by the volumes of people travelling 'home for Christmas', and the passenger lounges will be decked with heathen decorations - colourful, and 'in the spirit of the season'. Millions of dollars will be spent on simply decorating our homes, workplaces, public places and, in some cases 'person' (reindeer headbands as seen in Accra!). However, much as we enjoy the frivolity of the events, do we really understand them? Do we really?
It is Jesus' birthday', say some (but it is not, there is no way that particular birth took place in December, all the scholars agree!). 'It is the season of goodwill', say others (let's hope so!). Many will be anticipating 'Santa Claus' arriving via a magic flying device called a sleigh, and then entering their home, without a warrant, to deposit gifts, taking some sips of drink and pastries prior to re-departing - via their chimney... (they will be disappointed, or an impostor will be there!)
As a pilot, I love the concept of improved, green, eco-engines such as reindeer. But before we get too excited, what is a reindeer - and can they fly?
A reindeer is like a big antelope. If you have seen the Kob (found in the North of Ghana), you will have seen something similar. The Kob weighs in at around 95kg for an adult male, compared to the hefty bulk of a 180kg adult reindeer!
Stories about Santa tell us that he started off with eight flying reindeer engines. These eight did not feature the famous 'Rudolf', no, not at all. The eight reindeer engines were called Dasher, Dancer, Prancer, Vixen, Comet, Cupid, Donder and Blitzen. Their names came from a poem by Clement C Moore in 1823 called 'A visit from St Nicholas'. The extra, lead, 9th reindeer, Rudolph was added after the 1939 story 'Rudolph the Red Nosed Reindeer', by Robert L May, which was the precursor to the popular, catchy, song, released ten years later.
Now, much as we understand that, with the increase of weight needing to be carried by Santa, an extra engine would be useful - it is the clear recognition that aircraft were populating the sky by the 1940s that lead to the need for Santa to have a navigation light. It is therefore, obvious that the 9th reindeer had to be equipped with a glowing red nose to meet the Aviation Authorities requirements of the day. It all adds to the credibility of the flying reindeer and Santa's Sleigh...
STOP. STOP. STOP. Seriously, do you think that I would actually subscribe to that! Hogwash. Reindeer cannot fly - even if they farted full pelt, continuously, and loudly they cannot attain the thrust and/or lift to fly. Imagine the 9 x 180kg, plus Santa (an easy 120kg man), plus toys for a few million kids, even at 0.5kg each, we now have an aircraft with a MTOW (Maximum Take Off Weight) of Brobdingnagian proportions (thank you Jonathan Swift for adding such a magnificent word to the English language in 1726 - now, if you don't know it, go and look it up for holiday homework - it is a real word in the dictionary!).
I love the imagination of Santa, the colours, the story, the 'naughty or nice list', tons of gifts, pies, sweets, more sweets... but I do wonder if we have pushed this story just a little bit too far.
Santa Claus did not fly in the original story. No. He was Nikolaos of Myra, in South Western Turkey about 1700 years ago. He did a lot of good things for the people - and was so well appreciated for all that he did that, after his death, he was 'made' the Patron Saint for sailors, children, unmarried girls... and some others too! There was no sleigh, no flying, no mystical humbug - no big decorations, no reindeer antlers in the shops. All of the extra stuff was added to make the story more sexy, acceptable to the various cultures and peoples who absorbed the concept, and, of course, much more commercial.
The original good deeds of this man, who had a passion for humanity, and those in need, has become a multi-million dollar exploitation, that churches, politics and the general population have bought into. Yes, it is fun. Yes, it is exciting. Yes, it does make for a good story. Yes, it is good for general moral. Yes, everybody likes the idea. Yes, yes, yes - I enjoy Christmas too. But I don't appreciate the commercialisation of it. Even Santa's red navigation light is fun, but please, don't believe that GCAA is going to give Santa a Permit to Fly for a nine flatulent-reindeer-powered, mega-tonne aircraft in Ghana! Nope. It ain't gonna happen. We have regulations for these things, and there is no provision for this sort of thing!
What I do believe can happen this week, is that each and every one of us can change a life, we can all make some 'magic' happen in somebody's life. We don't need to be able to fly. We don't need to dress in red and white - and wear a beard. We don't need to even spend a load of cash on some glitzy prize. No. We can open our hearts, smile at one another, offer a word of encouragement and give the biggest gift we can to our part of the world - caring, support, encouragement, inspiration - they are priceless. Smile, hug, embrace our differences and change the course of history!
Just remember, you are only truly rich when you have something that money cannot buy.
Seasons Greetings to all of you, and may 2014 soon be here with so many things that money cannot buy, as we join hands in embracing a New Year with all of its potential!
Capt. Yaw is Chief Flying Instructor and Chief Engineer at WAASPS, and lead Pilot with Medicine on the Move, Humanitarian Aviation Logistics (www.waasps.com www.medicineonthemove.org e-mail capt.yaw@waasps.com)
Well, another year has all but gone, and this week there will be 'Seasons Greetings' galore. Many will celebrate Christmas, and New Year. Airports will be choked by the volumes of people travelling 'home for Christmas', and the passenger lounges will be decked with heathen decorations - colourful, and 'in the spirit of the season'. Millions of dollars will be spent on simply decorating our homes, workplaces, public places and, in some cases 'person' (reindeer headbands as seen in Accra!). However, much as we enjoy the frivolity of the events, do we really understand them? Do we really?
It is Jesus' birthday', say some (but it is not, there is no way that particular birth took place in December, all the scholars agree!). 'It is the season of goodwill', say others (let's hope so!). Many will be anticipating 'Santa Claus' arriving via a magic flying device called a sleigh, and then entering their home, without a warrant, to deposit gifts, taking some sips of drink and pastries prior to re-departing - via their chimney... (they will be disappointed, or an impostor will be there!)
As a pilot, I love the concept of improved, green, eco-engines such as reindeer. But before we get too excited, what is a reindeer - and can they fly?
A reindeer is like a big antelope. If you have seen the Kob (found in the North of Ghana), you will have seen something similar. The Kob weighs in at around 95kg for an adult male, compared to the hefty bulk of a 180kg adult reindeer!
Stories about Santa tell us that he started off with eight flying reindeer engines. These eight did not feature the famous 'Rudolf', no, not at all. The eight reindeer engines were called Dasher, Dancer, Prancer, Vixen, Comet, Cupid, Donder and Blitzen. Their names came from a poem by Clement C Moore in 1823 called 'A visit from St Nicholas'. The extra, lead, 9th reindeer, Rudolph was added after the 1939 story 'Rudolph the Red Nosed Reindeer', by Robert L May, which was the precursor to the popular, catchy, song, released ten years later.
Now, much as we understand that, with the increase of weight needing to be carried by Santa, an extra engine would be useful - it is the clear recognition that aircraft were populating the sky by the 1940s that lead to the need for Santa to have a navigation light. It is therefore, obvious that the 9th reindeer had to be equipped with a glowing red nose to meet the Aviation Authorities requirements of the day. It all adds to the credibility of the flying reindeer and Santa's Sleigh...
STOP. STOP. STOP. Seriously, do you think that I would actually subscribe to that! Hogwash. Reindeer cannot fly - even if they farted full pelt, continuously, and loudly they cannot attain the thrust and/or lift to fly. Imagine the 9 x 180kg, plus Santa (an easy 120kg man), plus toys for a few million kids, even at 0.5kg each, we now have an aircraft with a MTOW (Maximum Take Off Weight) of Brobdingnagian proportions (thank you Jonathan Swift for adding such a magnificent word to the English language in 1726 - now, if you don't know it, go and look it up for holiday homework - it is a real word in the dictionary!).
I love the imagination of Santa, the colours, the story, the 'naughty or nice list', tons of gifts, pies, sweets, more sweets... but I do wonder if we have pushed this story just a little bit too far.
Santa Claus did not fly in the original story. No. He was Nikolaos of Myra, in South Western Turkey about 1700 years ago. He did a lot of good things for the people - and was so well appreciated for all that he did that, after his death, he was 'made' the Patron Saint for sailors, children, unmarried girls... and some others too! There was no sleigh, no flying, no mystical humbug - no big decorations, no reindeer antlers in the shops. All of the extra stuff was added to make the story more sexy, acceptable to the various cultures and peoples who absorbed the concept, and, of course, much more commercial.
The original good deeds of this man, who had a passion for humanity, and those in need, has become a multi-million dollar exploitation, that churches, politics and the general population have bought into. Yes, it is fun. Yes, it is exciting. Yes, it does make for a good story. Yes, it is good for general moral. Yes, everybody likes the idea. Yes, yes, yes - I enjoy Christmas too. But I don't appreciate the commercialisation of it. Even Santa's red navigation light is fun, but please, don't believe that GCAA is going to give Santa a Permit to Fly for a nine flatulent-reindeer-powered, mega-tonne aircraft in Ghana! Nope. It ain't gonna happen. We have regulations for these things, and there is no provision for this sort of thing!
What I do believe can happen this week, is that each and every one of us can change a life, we can all make some 'magic' happen in somebody's life. We don't need to be able to fly. We don't need to dress in red and white - and wear a beard. We don't need to even spend a load of cash on some glitzy prize. No. We can open our hearts, smile at one another, offer a word of encouragement and give the biggest gift we can to our part of the world - caring, support, encouragement, inspiration - they are priceless. Smile, hug, embrace our differences and change the course of history!
Just remember, you are only truly rich when you have something that money cannot buy.
Seasons Greetings to all of you, and may 2014 soon be here with so many things that money cannot buy, as we join hands in embracing a New Year with all of its potential!
Capt. Yaw is Chief Flying Instructor and Chief Engineer at WAASPS, and lead Pilot with Medicine on the Move, Humanitarian Aviation Logistics (www.waasps.com www.medicineonthemove.org e-mail capt.yaw@waasps.com)
Monday, December 16, 2013
December 16th, 2013
Fresh Air Matters... with Capt. Yaw
I must admit that I have been amazed at the interest in 'knowledge with understanding' of the last couple of editions of FAM. Such interest in this column comes not just from Ghana, but also from the 'more developed nations' too. It appears, based on anecdotal evidence and discussions, that those who were educated in the 1950 to 1985 bracket, had a far more 'sustainable' education than those who come after, especially in Europe and the USA. In West Africa, of course, we have other issues within those time frames, issues related to independence, coup d'états, political, economic and civil unrest, which have created holes in the overall education of those at school during those troubled years - and consequently teachers who were 'at school' during those times.
It seems that 'post-war' Europe/America, had an amazing push towards 'functional education'. It was education with, meaning, discipline, order, a passion to rebuild nations that had suffered extreme challenges - the 'Dunkirk spirit' of education and subsequently, production of workers. (Dunkirk is a coastal town in France where a massive evacuation/rescue for over 300,000 troops took place; against incredible odds, troops and civilians worked together to save and change lives. The 'Dunkirk spirit' is a term used for when a group of people pull together to beat a problem that seems almost impossible to overcome.)
Many of those post-war teachers had been working in the armed forces or in industry during the war. They knew the struggle - but they also had a skills set that was appreciated. They knew how to make 'something positive out of nothing'. Many passed on their personal stories of struggle and conflict in the classroom - telling their own stories of overcoming challenges to their students. I remember one particular teacher, from when I was about eight years old - Mr Bendall - he inspired me so much. Mr Bendall would start almost every day with 'Good Morning Class. This morning we will begin with a story.' Then, as the class echoed his trademark 'opener' under their breath, he would start...'When I was in the army....', we laughed about it, but the stories were wild - and we listened. Travel, engineering, helping people - changing lives, and his life being touched. I cannot remember each and every story today, but I remember the man; the inspiration! His spirit of inspiration, hard work, determination and discipline has stuck with me to this day. He was an older teacher, and was labelled as 'strict'. He scared us a little bit too! It did us no harm. He never hit us, he had perfect control of his classroom, because he knew his subject matter and made it come to life! Although we were only eight, we were doing maths for fourteen year olds in his class - and we loved it! We covered history and geography in the Technicolor of first hand experiences of our mentor. He had us making things, telling stories - he used books, a chalkboard, a globe, an atlas - and bucket loads of inspiration. We did not have wonderful resources in our school - but we had the most important of all of them - a large dose of inspired imagination, and we were allowed - actually encouraged - to use it!.
What happened after 1985 then? Well, it appears that politics took a much bigger interest in education. Computers. Mobile phones. Media explosion. Colour TV. Consumerism. Need I go on?
Imagination and inspiration were taken out of the equation. It all became about 'ticking the boxes'. Teachers had to stick to strict subject delivery matter, with no deviation, in line with the 'progressive governments ideas of the day'. Pass rates became more important than people skills. Passing the exam became more important than understanding the subject matter. Earning money, to be able to enter the world of consumerism, became more important than enjoying ones life as a socially contributing citizen of a nation. National Pride was eroded. Visiting, and chatting face-to-face, became replaced by the telephone. Chats about life skills, employment and making up stories to entertain, became overtaken by the discussions about the latest soaps on television. Morals became eroded by the media 'white-washing' of standards. Parents had to now both work to meet the needs of the day - they needed two (colour) televisions and a second car... own a house and go on holiday twice a year. Latchkey kids became the norm. TV became the baby sitter. Computers and consoles were places to hide, instead of tree houses or the 'camp in the back garden'. Our real values and lives were snatched away, replaced with electronics and hype - and with it, our humanity has been eroded. Does that sound familiar?
Sadly, we are now in a cycle where the 'new teachers' did not know a teacher who really inspired them - told them stories and lit a flame of ambition to change the world. So, they are less likely to find the inspiration to bring about change. The modern teacher is caught in a world of 'exams and pass marks' - the quality of the inspired human being has been lost.
With it, the apparent need to understand what we learn, to think about how we apply that knowledge has been diluted. Our ambition in life is focused on 'certificates' and not on 'life experiences, hands-on knowledge and ability'. We have deluded our youth into thinking that a certificate is a measure of success. It is not, it is simply a piece of paper. Success is something you obtain in the real world, ability to do - something not on offer in the classroom.
Much as I use computers in my daily work - whether writing, doing spreadsheets, drawing, controlling robots, or in flight, I still know how to do each and every task manually. I am not 'only able to use a computer'. I have the skills to do the job without the computer too. Yes, I feel like a dinosaur. A Tyrannosaurus Rex, waiting for extinction of my kind to befall us unless something changes in the educational climate.
What I can see, is that more and more people (generally the better educated ones) are resorting to home schooling - and with fantastic results. Of course, it is the 'dinosaurs' who are working at preserving the last of their kind - real human beings with a real desire to ensure that working ethic and deep understanding of knowledge, coupled with being a decent human being, is preserved.
It was with a big smile that I read about the young man admitted to Oxford University at the age of six (yes, six years old!). He started reading at the age of two, and had the reading age of a sixteen year old by his fourth birthday. Who, by the age of eight is knowledgeable in many aspects of the human body, and makes presentations to adult groups. He wants to be surgeon, but is currently studying philosophy and mathematics... He was raised in the UK - and he is of black African origin. His parents just gave him the opportunities to learn, without the pressure of exams - and with lots of playing and being a normal kid as well. It worked - he learned because he a) wanted to, and b) was given the opportunity.
We need a change... we need inspiration... we need real, applicable knowledge... and, we need it sooner rather than later.
Capt. Yaw is Chief Flying Instructor and Chief Engineer at WAASPS, and lead Pilot with Medicine on the Move, Humanitarian Aviation Logistics (www.waasps.com www.medicineonthemove.org e-mail capt.yaw@waasps.com)
I must admit that I have been amazed at the interest in 'knowledge with understanding' of the last couple of editions of FAM. Such interest in this column comes not just from Ghana, but also from the 'more developed nations' too. It appears, based on anecdotal evidence and discussions, that those who were educated in the 1950 to 1985 bracket, had a far more 'sustainable' education than those who come after, especially in Europe and the USA. In West Africa, of course, we have other issues within those time frames, issues related to independence, coup d'états, political, economic and civil unrest, which have created holes in the overall education of those at school during those troubled years - and consequently teachers who were 'at school' during those times.
It seems that 'post-war' Europe/America, had an amazing push towards 'functional education'. It was education with, meaning, discipline, order, a passion to rebuild nations that had suffered extreme challenges - the 'Dunkirk spirit' of education and subsequently, production of workers. (Dunkirk is a coastal town in France where a massive evacuation/rescue for over 300,000 troops took place; against incredible odds, troops and civilians worked together to save and change lives. The 'Dunkirk spirit' is a term used for when a group of people pull together to beat a problem that seems almost impossible to overcome.)
Many of those post-war teachers had been working in the armed forces or in industry during the war. They knew the struggle - but they also had a skills set that was appreciated. They knew how to make 'something positive out of nothing'. Many passed on their personal stories of struggle and conflict in the classroom - telling their own stories of overcoming challenges to their students. I remember one particular teacher, from when I was about eight years old - Mr Bendall - he inspired me so much. Mr Bendall would start almost every day with 'Good Morning Class. This morning we will begin with a story.' Then, as the class echoed his trademark 'opener' under their breath, he would start...'When I was in the army....', we laughed about it, but the stories were wild - and we listened. Travel, engineering, helping people - changing lives, and his life being touched. I cannot remember each and every story today, but I remember the man; the inspiration! His spirit of inspiration, hard work, determination and discipline has stuck with me to this day. He was an older teacher, and was labelled as 'strict'. He scared us a little bit too! It did us no harm. He never hit us, he had perfect control of his classroom, because he knew his subject matter and made it come to life! Although we were only eight, we were doing maths for fourteen year olds in his class - and we loved it! We covered history and geography in the Technicolor of first hand experiences of our mentor. He had us making things, telling stories - he used books, a chalkboard, a globe, an atlas - and bucket loads of inspiration. We did not have wonderful resources in our school - but we had the most important of all of them - a large dose of inspired imagination, and we were allowed - actually encouraged - to use it!.
What happened after 1985 then? Well, it appears that politics took a much bigger interest in education. Computers. Mobile phones. Media explosion. Colour TV. Consumerism. Need I go on?
Imagination and inspiration were taken out of the equation. It all became about 'ticking the boxes'. Teachers had to stick to strict subject delivery matter, with no deviation, in line with the 'progressive governments ideas of the day'. Pass rates became more important than people skills. Passing the exam became more important than understanding the subject matter. Earning money, to be able to enter the world of consumerism, became more important than enjoying ones life as a socially contributing citizen of a nation. National Pride was eroded. Visiting, and chatting face-to-face, became replaced by the telephone. Chats about life skills, employment and making up stories to entertain, became overtaken by the discussions about the latest soaps on television. Morals became eroded by the media 'white-washing' of standards. Parents had to now both work to meet the needs of the day - they needed two (colour) televisions and a second car... own a house and go on holiday twice a year. Latchkey kids became the norm. TV became the baby sitter. Computers and consoles were places to hide, instead of tree houses or the 'camp in the back garden'. Our real values and lives were snatched away, replaced with electronics and hype - and with it, our humanity has been eroded. Does that sound familiar?
Sadly, we are now in a cycle where the 'new teachers' did not know a teacher who really inspired them - told them stories and lit a flame of ambition to change the world. So, they are less likely to find the inspiration to bring about change. The modern teacher is caught in a world of 'exams and pass marks' - the quality of the inspired human being has been lost.
With it, the apparent need to understand what we learn, to think about how we apply that knowledge has been diluted. Our ambition in life is focused on 'certificates' and not on 'life experiences, hands-on knowledge and ability'. We have deluded our youth into thinking that a certificate is a measure of success. It is not, it is simply a piece of paper. Success is something you obtain in the real world, ability to do - something not on offer in the classroom.
Much as I use computers in my daily work - whether writing, doing spreadsheets, drawing, controlling robots, or in flight, I still know how to do each and every task manually. I am not 'only able to use a computer'. I have the skills to do the job without the computer too. Yes, I feel like a dinosaur. A Tyrannosaurus Rex, waiting for extinction of my kind to befall us unless something changes in the educational climate.
What I can see, is that more and more people (generally the better educated ones) are resorting to home schooling - and with fantastic results. Of course, it is the 'dinosaurs' who are working at preserving the last of their kind - real human beings with a real desire to ensure that working ethic and deep understanding of knowledge, coupled with being a decent human being, is preserved.
It was with a big smile that I read about the young man admitted to Oxford University at the age of six (yes, six years old!). He started reading at the age of two, and had the reading age of a sixteen year old by his fourth birthday. Who, by the age of eight is knowledgeable in many aspects of the human body, and makes presentations to adult groups. He wants to be surgeon, but is currently studying philosophy and mathematics... He was raised in the UK - and he is of black African origin. His parents just gave him the opportunities to learn, without the pressure of exams - and with lots of playing and being a normal kid as well. It worked - he learned because he a) wanted to, and b) was given the opportunity.
We need a change... we need inspiration... we need real, applicable knowledge... and, we need it sooner rather than later.
Capt. Yaw is Chief Flying Instructor and Chief Engineer at WAASPS, and lead Pilot with Medicine on the Move, Humanitarian Aviation Logistics (www.waasps.com www.medicineonthemove.org e-mail capt.yaw@waasps.com)
Monday, December 9, 2013
December 9th, 2013
Fresh Air Matters... with Capt. Yaw
I was recently asked how I remember, and apply, many different things. The answer is: I learn. Many people think that 'teaching' is the most important part of any training institution. No, teaching is not actually important at all. Learning is.
In certain instances Teaching and Learning can go together. But, if teaching takes place without any learning, then it is a waste of energy and time. Learning can, and often does, take place without teaching being present. Therefore, the key to knowing things, and being able to do things with that knowledge, lies in being an active learner.
As a lecturer in the UK, I tried hard to ensure that the only thing that would definitely take place in any of my lecture theatres, labs, or workshops, was learning. I try hard to avoid teaching, and harder to ensure that learning is on the menu - all day, everyday. To that end I focus on becoming a 'facilitator of learning'.
The image of a 'teacher' who stands at the front of the room and pontificates is common. They spout endlessly, expecting you to take notes, to remember word-for-word what they want you to know, and to regurgitate that information, word perfect, in response to an exam question. Such 'teachers' are thrilled if you can remember, tape-recorder like, what they say, and if you do, you will be called a 'good student'. Sorry, that is the biggest lie about life that you have been sold. It is a fault ridden and archaic sham. Time for a blast of compressed air to clear that 'Complete Rubbish Applied Professionally' out of the system. We don't want parrots. We need thinkers who know what they are thinking about!
A 'facilitator of learning' enables and encourages 'learning to take place'. We must be more interested in the principles of the topic being absorbed, in a useable manner, by the learners than anything else. Facts being learned off by heart, that cannot be applied practically, have no use - and are generally forgotten the day after the exam. Being able to identify ONE drawing of a cloud type (the drawing used in the exam) has zero value. Being able to look at the sky and describe the ever changing dome of atmospheric delights that is above us - and then being able to explain dynamically, and in a language that all can understand, what the causes and effects of such clouds are, is a treasure found in the spirit of learning. If we have learned something, it should come naturally to our mind and mouth, for the rest of our lives, as if walking, breathing or eating. A learned topic is PART of us. It becomes integral to our very being.
I am blessed to be a pilot, where learning is key to survival! Pilots must be one with their machines, they can't afford to recite facts to the controls - they must feel, react, understand and interact with the aircraft, the air - and the planets surface! There is no 'well I got 50% of it right, so I pass'! We would never consider airlines 'acceptable' if they always brought at least 50% of their passengers to destination 'safely'... Now, take that logic to the classroom!
Who taught you speak? I know that nobody taught you the 'naughty words'. You learned far more than you were taught, and remembered the things that you learned without teaching far more than anything else. Why? It was attractive to your ears. It sounded fun. You were drawn to it. You remember stories and tales more than dry facts...
So, let's try to make chemistry interesting enough for us all to learn, rather than be taught.
Let me introduce to some really tiny friends of mine.
I have a group of friends with four arms. Yes, they all have four arms and hands! Can you imagine, they can hold four other hands at once. Amazing, isn't it. It is not often that you see such people. They are very dark in colour. I call them 'Carbon', each of them has the same name, I call each one of them individually C.
I have another group of friends with only one arm and hand, they are very light - and have an explosive nature. These friends are called 'Hydrogen', or H for short. They hang about in pairs, holding hands, called H2 - Hydrogen gas.
Another group of friends have two arms and hands, and are a breath of fresh air to meet, although they have corrosive personalities, and they love to interact with others, they are called 'Oxygen', or O. Oxygen tend to move around in pairs, holding both hands of each other - when they do that we call them O2 or Oxygen gas. Whenever you see fire, you know they will be around, interacting with whatever they can.
None of these friends like walking around without holding hands. They love to hold hands. Whenever they hold one hand to another, we call it a bond. Some bonds are stronger than others, but they can all be broken - making or breaking a bond involves energy.
When we put Carbon and Hydrogen together, they have a party, and form chains if they can. When our Carbon friends hold hands with our Hydrogen friends we call them 'Hydrocarbons'! One Carbon can hold four Hydrogen hands - when they do that we call them CH4, or Methane! If two Carbons get together with some Hydrogen, they use one hand each to hold on to them selves and have three Hydrogen's each around them. We call that C2H6 or Ethane! As you can imagine, these Carbons have some crazy parties and create long chains of Carbon, all holding Hydrogen's hands around them - for example C10H22 is called Decane.
Most people in Ghana purchase a lot of hydrocarbons, the longer chains are found in petrol and diesel for our cars, but the shorter chains are better for cooking with. The preferred one for cooking has three carbons in a chain with eight hydrogen holding on around them. This is called Propane. We purchase it from the gas station in a bottle, compressed into a liquid. That liquid is called LPG (Liquid Propane Gas). Now the real fun begins.
If we set fire to some of these Propane (C3H8) hydrocarbons, in the presence of some of our Oxygen friends, then their is a fight. In that fight a lot of heat is released - and light. We call that release of heat and light together 'a flame' - and it will 'set fire' to the next carbon chain it can until they are no longer available (when we switch off the gas). We can, and do, use it to cook with. But what happens to our friends? Well, Carbon and Hydrogen let go of each other and pal up with Oxygen. Since Carbon has four hands each and oxygen two, they make a team of one Carbon to two Oxygen, called Carbon di-oxide or CO2. The Hydrogen atoms also want to party with the Oxygen and two Hydrogen hold hands with one Oxygen to make 'H2O' - which we also call 'water' - but it is hot, so it comes off as water vapour!
So, when we light the gas to heat water in the kitchen tomorrow morning, remember what is really happening - and now you have a greater understanding of hydrocarbons and how they burn to produce carbon dioxide and water! Let me know if that was more fun than how you were taught in school - or if you have a better story!
Capt. Yaw is Chief Flying Instructor and Chief Engineer at WAASPS, and lead Pilot with Medicine on the Move, Humanitarian Aviation Logistics (www.waasps.com www.medicineonthemove.org e-mail capt.yaw@waasps.com)
I was recently asked how I remember, and apply, many different things. The answer is: I learn. Many people think that 'teaching' is the most important part of any training institution. No, teaching is not actually important at all. Learning is.
In certain instances Teaching and Learning can go together. But, if teaching takes place without any learning, then it is a waste of energy and time. Learning can, and often does, take place without teaching being present. Therefore, the key to knowing things, and being able to do things with that knowledge, lies in being an active learner.
As a lecturer in the UK, I tried hard to ensure that the only thing that would definitely take place in any of my lecture theatres, labs, or workshops, was learning. I try hard to avoid teaching, and harder to ensure that learning is on the menu - all day, everyday. To that end I focus on becoming a 'facilitator of learning'.
The image of a 'teacher' who stands at the front of the room and pontificates is common. They spout endlessly, expecting you to take notes, to remember word-for-word what they want you to know, and to regurgitate that information, word perfect, in response to an exam question. Such 'teachers' are thrilled if you can remember, tape-recorder like, what they say, and if you do, you will be called a 'good student'. Sorry, that is the biggest lie about life that you have been sold. It is a fault ridden and archaic sham. Time for a blast of compressed air to clear that 'Complete Rubbish Applied Professionally' out of the system. We don't want parrots. We need thinkers who know what they are thinking about!
A 'facilitator of learning' enables and encourages 'learning to take place'. We must be more interested in the principles of the topic being absorbed, in a useable manner, by the learners than anything else. Facts being learned off by heart, that cannot be applied practically, have no use - and are generally forgotten the day after the exam. Being able to identify ONE drawing of a cloud type (the drawing used in the exam) has zero value. Being able to look at the sky and describe the ever changing dome of atmospheric delights that is above us - and then being able to explain dynamically, and in a language that all can understand, what the causes and effects of such clouds are, is a treasure found in the spirit of learning. If we have learned something, it should come naturally to our mind and mouth, for the rest of our lives, as if walking, breathing or eating. A learned topic is PART of us. It becomes integral to our very being.
I am blessed to be a pilot, where learning is key to survival! Pilots must be one with their machines, they can't afford to recite facts to the controls - they must feel, react, understand and interact with the aircraft, the air - and the planets surface! There is no 'well I got 50% of it right, so I pass'! We would never consider airlines 'acceptable' if they always brought at least 50% of their passengers to destination 'safely'... Now, take that logic to the classroom!
Who taught you speak? I know that nobody taught you the 'naughty words'. You learned far more than you were taught, and remembered the things that you learned without teaching far more than anything else. Why? It was attractive to your ears. It sounded fun. You were drawn to it. You remember stories and tales more than dry facts...
So, let's try to make chemistry interesting enough for us all to learn, rather than be taught.
Let me introduce to some really tiny friends of mine.
I have a group of friends with four arms. Yes, they all have four arms and hands! Can you imagine, they can hold four other hands at once. Amazing, isn't it. It is not often that you see such people. They are very dark in colour. I call them 'Carbon', each of them has the same name, I call each one of them individually C.
I have another group of friends with only one arm and hand, they are very light - and have an explosive nature. These friends are called 'Hydrogen', or H for short. They hang about in pairs, holding hands, called H2 - Hydrogen gas.
Another group of friends have two arms and hands, and are a breath of fresh air to meet, although they have corrosive personalities, and they love to interact with others, they are called 'Oxygen', or O. Oxygen tend to move around in pairs, holding both hands of each other - when they do that we call them O2 or Oxygen gas. Whenever you see fire, you know they will be around, interacting with whatever they can.
None of these friends like walking around without holding hands. They love to hold hands. Whenever they hold one hand to another, we call it a bond. Some bonds are stronger than others, but they can all be broken - making or breaking a bond involves energy.
When we put Carbon and Hydrogen together, they have a party, and form chains if they can. When our Carbon friends hold hands with our Hydrogen friends we call them 'Hydrocarbons'! One Carbon can hold four Hydrogen hands - when they do that we call them CH4, or Methane! If two Carbons get together with some Hydrogen, they use one hand each to hold on to them selves and have three Hydrogen's each around them. We call that C2H6 or Ethane! As you can imagine, these Carbons have some crazy parties and create long chains of Carbon, all holding Hydrogen's hands around them - for example C10H22 is called Decane.
Most people in Ghana purchase a lot of hydrocarbons, the longer chains are found in petrol and diesel for our cars, but the shorter chains are better for cooking with. The preferred one for cooking has three carbons in a chain with eight hydrogen holding on around them. This is called Propane. We purchase it from the gas station in a bottle, compressed into a liquid. That liquid is called LPG (Liquid Propane Gas). Now the real fun begins.
If we set fire to some of these Propane (C3H8) hydrocarbons, in the presence of some of our Oxygen friends, then their is a fight. In that fight a lot of heat is released - and light. We call that release of heat and light together 'a flame' - and it will 'set fire' to the next carbon chain it can until they are no longer available (when we switch off the gas). We can, and do, use it to cook with. But what happens to our friends? Well, Carbon and Hydrogen let go of each other and pal up with Oxygen. Since Carbon has four hands each and oxygen two, they make a team of one Carbon to two Oxygen, called Carbon di-oxide or CO2. The Hydrogen atoms also want to party with the Oxygen and two Hydrogen hold hands with one Oxygen to make 'H2O' - which we also call 'water' - but it is hot, so it comes off as water vapour!
So, when we light the gas to heat water in the kitchen tomorrow morning, remember what is really happening - and now you have a greater understanding of hydrocarbons and how they burn to produce carbon dioxide and water! Let me know if that was more fun than how you were taught in school - or if you have a better story!
Capt. Yaw is Chief Flying Instructor and Chief Engineer at WAASPS, and lead Pilot with Medicine on the Move, Humanitarian Aviation Logistics (www.waasps.com www.medicineonthemove.org e-mail capt.yaw@waasps.com)
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