Some clubs like to say, "We aren’t your grandfather’s Rotary club," which may or may not be true (and is kind of ageist, too). But after the December issue, we can all say The Rotarian is not your grandfather’s club magazine. The layout was spectacular, much more like the New York Times Magazine than the Rotarian of the past. Kudos for the design and the unusual articles about reading.

 

While the "How to Read" section in the December issue was quite fascinating, I wish the editors had read the interview with Dana Suskind in the same issue before deciding what to include. Suskind’s emphasis on the importance of the first three years of life, and on talking with your baby, reminded me of my wife and her career teaching child development. My wife and I are grandparents whose post-retirement "careers" focus largely on how to be supportive of our three granddaughters, ages three, eight, and 11, especially since the death of our daughter from cancer 16 months ago. I longed to find in the many pages of "How to Read" something that shares the love of reading with and to children. Why were there two sections that one might call "feeding addictions" ("How to Read a Racing Form" and "How to Read a Raise") and none, except perhaps "How to Read the Night Sky," about sharing the wonder of life with a child? Why were there no children’s books in the "Shelf Life" section?

As we older Rotarians consider our legacy, let us focus on children, which will automatically lead us to find solutions on immigration, climate change, world peace, etc. Perhaps a whole issue of The Rotarian could focus on children? We have much to learn from their curiosity, needs, and options for the future.

 

I can’t tell you how much I enjoyed the December issue. I always like the magazine — the first thing I do is find the crossword puzzle and work that out, and then I read the articles. This month, I was blown away!

I’ve already put a hold on the book Our Towns at my local library. I’m No. 10 in line. Maybe I should have read the magazine when it first arrived in my mailbox.

Keep up the good work. You guys rock!

 

In further support of the concept of MUN, Principle II of the Declaration states: All means of education, including as of major importance the guidance given by parents or family, instruction and information intended for the young should foster among them the ideals of peace, humanity, liberty and international solidarity and all other ideals which help to bring peoples closer together, and acquaint them with the role entrusted to the United Nations as a means of preserving and maintaining peace and promoting international understanding and co-operation.

 

Model UN is an interactive training and development activity aimed at high school aged (16-19) students. MUNs take place across the globe, and are unique opportunities to teach young people about the wider world. The objectives of the MUN are to:

1. Educate young people about topics such as the structure and operations of the United Nations, key themes in international relations and global politics, the system of international diplomacy, and the mission of the UN itself.

2. Provide students with the chance to expand their understanding and knowledge of international issues, debate, diplomacy and negotiation, while providing insight into the complexities of satisfying the different political positions of the international community.

3. Ensure young people gain a more acute understanding of the world we live in, find inspiration to help find solutions to global issues, and develop valuable skills to help make it happen.

4. Teach essential life skills such as public speaking, diplomacy, negotiation and compromise.

5. Focus youth on the in-depth examination and resolution of pressing issues, emphasizing process over product. It is not about the destination – it is about the journey.

 

In Trinidad our focus goes even further as we teach students about countries they previously have barely heard of or read about, as they have to represent the views and aspirations of the countries they are selected to be delegates for. More specifically, give them the tools to resolve conflict without violence. They learn the arts of compromise and negotiation, which they take back to their schools, homes and communities.

 

I just finished reading Frank Bures’ thought-provoking column "Decline to Decline" [December], and I wanted to share a couple of related perspectives. I am a cancer survivor for over six years now, and the battle I had to wage compelled me to pay much closer attention to my lifestyle choices. In the recommendations given to address dementia, cancer, obesity, or any number of other health concerns, there is a remarkable consistency: Eat well, exercise regularly, manage stress, take good care of your friendships. I embraced all of these with greater vigor after enduring my cancer treatment.