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Cognitive Health and Baby Boomers: 6 Points to Keep in Mind

BrainVery interesting collection of recent news…let’s connect some dots

1) Great article titled Boom time for retirees (Financial Times)

- “By 2015, boomers will have a net worth of some $26,000bn (£12,750bn, €17,670bn) – equivalent to a year’s gross domestic product for the US and eurozone combined. They will control a larger proportion of wealth, income and consumption than any other generation in the country – the first time that consumers over 50 have held such sway over the world’s largest economy.”

- “But as the boomers aged – by 2015 they will all be outside the fabled under-49 cohort – corporate America failed to grow old with them. Marketing experts argue that the continued focus of large companies such as P&G and Gap on the youth of “generation X” and “generation Y” overlooks a simple statistic: the 18-49 age group will grow by only 1m people in the next 10 years, compared with the 22.5m Americans set to enter the 50-plus bracket.”

- “The last thing the [boomer] generation needs is a company that tells them they need tools to address their lack of dexterity,” he says. “They don’t want geriatric tools, they want cool stuff.”

Main take-way: baby boomers are always “awake” and reinventing things…companies, advertisers, time to wake-up! 

Full article: Boom time for retirees

2) The article is based upon this excellent McKinsey report Read the rest of this entry »

Growing Super Athletes (each of our students)

(Thanks for the lead, Tom!) 

David Brooks writes a great column (requires subscription) in the NYT titled A Critique of Pure Reason. He expands the usual restricted understanding of “education” to incorporate a wider sense of “learning”, by discussing 

1. Where

  • “The creative ones (politicians) will finally absorb the truth found in decades of research: the relationships children have outside school shape their performance inside the school.”
Each of us has one and same brain, for school (or work) and for “real” life. Labels such as “formal” or “informal” learning are quite irrelevant from a neural development point of view. What hapens at home is as important as what happens in school.     

2. What
  • “They will understand that schools filled with students who can’t control their impulses, who can’t focus their attention and who can’t regulate their emotions will not succeed, no matter how many reforms are made by governors, superintendents or presidents.”
Skills in that list, that usually don’t get explicit attention, and they should, since they are both critical and trainable: Read the rest of this entry »

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