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Speaker 1: Weekend breakfast the future.

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Speaker 2: Of at eight minutes after nine o clock, time for

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Speaker 2: us to look at the future of. And this morning

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Speaker 2: we're talking about the future of I guess our collective

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Speaker 2: and individual cognitive health, our cognitive ability, what we are

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Speaker 2: able to achieve through the use of our brains.

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Speaker 1: And this is.

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Speaker 2: Because if you've been kind of following, certainly over the

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Speaker 2: last couple of years, as AI genitive AI has become

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Speaker 2: more popular, they has been from some sections a bit

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Speaker 2: of a concern about our ability to use our brains

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Speaker 2: away from screen, so that it is, you know, you

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Speaker 2: being on social media or using genitive AI like a

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Speaker 2: chatbot or Gemini or chat GBT or whatever it is.

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Speaker 2: And there is a concern that perhaps we are losing

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Speaker 2: some of our cognitive ability, our cognitive stamina. But is

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Speaker 2: that true or is it complicated? And if we are,

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Speaker 2: some of the ways we can begin to rebuild that strength,

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Speaker 2: that ability you had when you were young. I mean,

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Speaker 2: when I was younger in school, I was reading easily

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Speaker 2: two to four books a month. Granted they weren't very

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Speaker 2: big books, but even when I started reading, you know,

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Speaker 2: books for young adults, I was reading quite a lot.

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Speaker 2: Twenty years ago and I was advarsity, my ability to consume,

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Speaker 2: synthesize and remember information was much better than it is now.

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Speaker 2: I do know I am spending a lot more time

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Speaker 2: on my phone and I wonder if you have a

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Speaker 2: similar story. The things used to be able to do

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Speaker 2: when you were younger that now just it's not the same.

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Speaker 2: You don't seem to have the same capacity. Let us

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Speaker 2: know on seven two seven two one seven no two

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Speaker 2: Send us nesmis on three and seven O two and

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Speaker 2: give us a call on one one eight three h

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Speaker 2: seven O two. Join now on the line by neurologists.

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Speaker 2: Doctor Katie Ranchard joins us this morning doctor, A very

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Speaker 2: good morning to you. Or is a great picture to

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Speaker 2: have you on? We can breakfast?

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Speaker 3: Thank you clevely to be and I love the artist

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Speaker 3: has added to my bio. How awesome is that?

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Speaker 2: Yes, so doctor, before we get into I think part

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Speaker 2: of the concern around you know, what's happening to our

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Speaker 2: ability to read and focus and do numbers and understand

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Speaker 2: for read for understanding. I want to get a bit

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Speaker 2: of a sense of so when we talk about our brain,

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Speaker 2: I think many of us have some sense of what

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Speaker 2: the brain does. You know, it's the command center for

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Speaker 2: our bodies. It is what actually sees things, not your

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Speaker 2: actual eye that just sends the signal to your brain.

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Speaker 2: We know it is quite important for you know, keeping

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Speaker 2: us alive, getting us out of danger, helping us sleep.

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Speaker 2: But when we talk about the brain, this kind of

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Speaker 2: interesting command center.

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Speaker 1: What is it?

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Speaker 2: What is the brain? What is it meant to do?

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Speaker 3: I am biasthetic because of my training as a neurologist,

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Speaker 3: and the brain is really in it defines a lot

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Speaker 3: of what we are, you know. It is the essence

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Speaker 3: of what we are, how we think, how we remember,

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Speaker 3: who we remember, how we fall in love, what we create. Right,

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Speaker 3: So much of yeah, of everything we do actually is

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Speaker 3: defined by the brain in different ways. But I think

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Speaker 3: what is critical about it is that it is always

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Speaker 3: subject to change. Our experiences. What we do, what we learn,

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Speaker 3: what we remember is going to shape the way the

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Speaker 3: brain functions or what we see in the world. For example.

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Speaker 3: You know, like if I go to a Gallerias and neurologists,

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Speaker 3: I start seeing how art is having an impact on

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Speaker 3: the brain and what I'm thinking about, and you know,

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Speaker 3: then I go and look for the research behind us.

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Speaker 3: So training will shape how we interact with the world,

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Speaker 3: and a lot of the then is directed by the brain.

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Speaker 2: And so you say that one of the things that's

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Speaker 2: kind of quite important about the brain is that it

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Speaker 2: is subject to change. And so it is this, I guess,

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Speaker 2: while it is quite foundational about who we are, how

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Speaker 2: we think, how we remember, how we learn. It is

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Speaker 2: a thing that is is malleable the right word or

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Speaker 2: dynamic that it is. Is it correct to describe it

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Speaker 2: in that way that it is a a malleable muscle?

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Speaker 2: Is it a muscle?

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Speaker 3: It's not a muscle, but we can use the muscle

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Speaker 3: as a metaphor, right, And it is manual to a

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Speaker 3: certain degree. It is definitively dynamic. So there was a

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Speaker 3: very famous study done in London and it gets quoted

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Speaker 3: a lot, you know, in neurology, neuroscience circles because it's

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Speaker 3: fascinating and it is a study done on London taxi drivers,

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Speaker 3: so old black cab taxi drivers who would navigate the

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Speaker 3: city without a map, right without an electronic map. And

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Speaker 3: what they found in it study was that the parts

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Speaker 3: of the brain that are responsible for navigation, spatial orientation

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Speaker 3: and memory are more developed in these London cab drivers,

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Speaker 3: and so it shows that what we do is going

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Speaker 3: to shape the way the brain develops, which makes perfect sense,

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Speaker 3: so that we can become more efficient at the task

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Speaker 3: that we want to do. In musicians, part of the

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Speaker 3: brain that are important for playing whatever instrument you choose

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Speaker 3: will develop more. So what it shows is both a

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Speaker 3: guide and potentially how we can then structure experiences to

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Speaker 3: shape the brain and shape outcome right potentially.

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Speaker 2: So is that why when we are very young there

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Speaker 2: is sort of this focus, this effort towards helping us

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Speaker 2: do a variety of things, you know, identifying numbers, adding

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Speaker 2: the numbers, identifying letters, being able to combine those letters

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Speaker 2: into words, which then add to our language. There's a

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Speaker 2: big emphasis on sort of color on music. There's a

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Speaker 2: lot of kind of association being done, one thing linking

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Speaker 2: to another, and we're often told that that's really really

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Speaker 2: good for kids, that if they're going to develop, we

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Speaker 2: need to be encouraging them, challenging them, inspiring them. But

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Speaker 2: then as we grow older there seems to be less

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Speaker 2: of a focus on that. And is it because the

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Speaker 2: brain would have been shaped by then We've got the

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Speaker 2: foundation that hopefully should have happened sort of in our

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Speaker 2: early childhood development.

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Speaker 3: So what we learn is functional, which is why I

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Speaker 3: gave those two experiences and even the ones that you're

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Speaker 3: saying about children and letters, etc. It's functional, right. They

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Speaker 3: want to communicate, they want to read, they want to

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Speaker 3: enjoy a story. And so what changes is the plasticity

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Speaker 3: of the brain. So plasticity is the ability of the

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Speaker 3: brain to grow to depth the change. It happens in

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Speaker 3: response to what we learn all and this can be

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Speaker 3: something new or when we'll be i'me. Skilled at something

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Speaker 3: we don't know, or sometimes in response to brain injury.

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Speaker 3: So if you have a stroke, certain parts of the

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Speaker 3: brain can develop to take over some of the functions

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Speaker 3: of the injured brain tissue. Right, So this is the

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Speaker 3: concept of plasticity. But plasticity is present throughout life.

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Speaker 1: It is.

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Speaker 3: More efficient when you're younger, but it is present throughout

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Speaker 3: life and research has confirmed us. And then it does

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Speaker 3: get affected by lifestyle factors, and it does get affected

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Speaker 3: by age and illness.

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Speaker 2: And so then when we read something and there has

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Speaker 2: been and I think there's been a bit of a

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Speaker 2: panic about it as well, that there's seemingly this decline

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Speaker 2: in our ability to read for understanding. So in reading comprehension,

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Speaker 2: a decline in numbers, a decline and attention spans. Even

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Speaker 2: Netflix is about to ask directors to restate the plot

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Speaker 2: two to three times in the movie because they say,

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Speaker 2: there's the second screen. You're watching the movie, but you're

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Speaker 2: also looking at your phone. Is that correct? Can our

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Speaker 2: cognitive ability in the sense, is it a thing that

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Speaker 2: can decline because of the things we are doing? You know,

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Speaker 2: to say, to use the phrase you use that what

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Speaker 2: we do shapes our brains. So if we are doing

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Speaker 2: less reading, less fine motor skills, less stuff that requires

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Speaker 2: kind of conscious concentration, If we're doing less of that,

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Speaker 2: is it correct to say then our cognitive ability is declining?

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Speaker 2: Or is it a bit more complicated with the brain.

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Speaker 1: Now?

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Speaker 3: Potentially? Yes, what we don't use is going to affect

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Speaker 3: the way the brain functions or how we use it. Right,

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Speaker 3: And so what's happening is there is this constant distraction

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Speaker 3: that we've all experienced and you related it lovely to

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Speaker 3: reading two to four books a month and now not

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Speaker 3: which is a similar experience to me. I honestly wind

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Speaker 3: I med scode. If they can be longer in this

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Speaker 3: era with this many distractions, you know, So I think

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Speaker 3: there is a shift, and the shift is both in

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Speaker 3: terms of cognitive ability, but also it's because of the

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Speaker 3: impact of these multiple distractions. So if we shift the

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Speaker 3: external environment, would we then have similar experiences to you know,

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Speaker 3: like how we're saying good Reads for longer sustained time

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Speaker 3: you were saying about Netflix. And if we removed our phones,

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Speaker 3: would we be able to then watch the movie properly?

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Speaker 3: And answer is probably yes, right, But there is also

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Speaker 3: potentially a long term impact on these constant distractions because

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Speaker 3: now we get used to having these distractions and this

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Speaker 3: is what we sort of crave in a sense, where

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Speaker 3: is my phone? I would like to check what is

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Speaker 3: happening right now? And that's switching from one task the

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Speaker 3: other limits our ability to get into a subject or

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Speaker 3: a significant depth, which then has more consequences.

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Speaker 2: Beyond that, right, And so what is if we are

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Speaker 2: unable to get into a subject with any kind of

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Speaker 2: you know, depth, what then is the impact I guess

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Speaker 2: for learning, for memory, for the way in which we

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Speaker 2: synthesize information. Are there? It does that impact you know?

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Speaker 2: Those areas if we if we're struggling to you know,

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Speaker 2: even stand in I'm guilty of this as well. I

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Speaker 2: can't stand in a queue and not look at my phone,

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Speaker 2: even if you know there's nothing on my phone. There

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Speaker 2: isn't a message, there isn't anything that requires me. But

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Speaker 2: it's just become this reflex that, ah, I'm in a queue,

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Speaker 2: let me open Twitter or Facebook or TikTok or just

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Speaker 2: open my phone, just light it up. What does that

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Speaker 2: mean for us when we then can't focus in that way,

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Speaker 2: both on like small and big things.

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Speaker 3: Yeah, I think I think I don't know, you know,

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Speaker 3: I think there's a line you say, smaller good things

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Speaker 3: that I'm wondering. I'm looking at small things, so I'm

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Speaker 3: thinking maybe they take because we don't finish what we

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Speaker 3: need to do. We don't finish the conversation, we don't

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Speaker 3: listen attentively, we don't finish the artwork that we want

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Speaker 3: to do, we don't complete the book, or we don't

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Speaker 3: enjoy the book as much as we would. And if

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Speaker 3: we take the example of the queue, just that element

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Speaker 3: of patience, of quiet observation of speaking to the person

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Speaker 3: behind you in the queue, what I've also realized is

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Speaker 3: worth us. You know people are really impatient sometimes worth tellers,

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Speaker 3: like we expect everything to be really fast and why

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Speaker 3: is this going so slowly? So it's shifted. The technology

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Speaker 3: has shifted what we expect of ourselves and what we

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Speaker 3: have expected of people around us. And part what is

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Speaker 3: also being commented on currently is that because we are

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Speaker 3: now constantly entertained or distracted, we also don't have those

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Speaker 3: periods of mind wondering of daydreaming, and that this may

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Speaker 3: also be important, not that it's mad, but that this

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Speaker 3: is actually important for the way we engage with the world.

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Speaker 3: Those moments of daydreaming help us to make sense of

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Speaker 3: certain things that happened nowadays in our lives, certain things

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Speaker 3: that we're trying to put together, and by removing all

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Speaker 3: that space and time, we don't completely understand the full impact,

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Speaker 3: but we do understand that it is having impact.

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Speaker 2: Yeah, we have some questions here, doctor. I'll start with Prisca,

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Speaker 2: who says, good morning dogs and doctor, has it been

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Speaker 2: proven that playing music and studying is effective type of concentration.

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Speaker 2: My son says he needs music to concentrate, but I

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Speaker 2: think the music is loud. That's a message from Prisca.

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Speaker 3: Oh, that sounds like a difficult question to answer and

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Speaker 3: make somebody unhappy. I used to use music to study.

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Speaker 3: I use music to study throughout tricking, throughout medical school.

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Speaker 3: But it was very specific music. It was music that

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Speaker 3: just faded into background, and it help me to study.

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Speaker 3: I chose the same music almost you know, for five

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Speaker 3: or six years. Actually, So can music help you to

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Speaker 3: focus and concentrate? Yes. One of the things that music

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Speaker 3: does is some music, right. One of the things that

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Speaker 3: music does is it activates a specific network in the

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Speaker 3: brain called the salience network. So the salience network helps

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Speaker 3: you to select what you need to focus on. So

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Speaker 3: if you're listening to this conversation on the radio, there's

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Speaker 3: also cars in the background of people speaking in the

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Speaker 3: kitchen or where where you're way is that you're listening,

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Speaker 3: but you need to understand what you need to focus on.

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Speaker 3: What's the salient information. So that's what the salience network does.

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Speaker 3: And music potentially activates that network, and therefore certain music

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Speaker 3: and potentially develop that network, so it becomes easier for

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Speaker 3: you to become to focus on what you need to

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Speaker 3: So I used music, but I also understood that it

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Speaker 3: was music, so I had to understan that I am

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Speaker 3: studying well enough. I had to be aware of it.

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Speaker 3: It wasn't that it was music that somebody else could

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Speaker 3: necessarily listen to and study too. Okay, So music ends

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Speaker 3: up being quite personal, right, The question I would I

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Speaker 3: would ask, The question I would I would give, however,

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Speaker 3: is that music can be distracting as well. So it

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Speaker 3: is for individual to recognize, Okay, it's not working for me,

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Speaker 3: it's taking me longer to finish what I need to do.

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Speaker 3: And there would be some music that would have been

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Speaker 3: played in the environment, you know, it is with my

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Speaker 3: family meta that would play some music, and I'd be like,

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Speaker 3: I'm studying, this is not working. You're going to have

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Speaker 3: to change the music. And so it is this awareness

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Speaker 3: and potentially then to understand it's helping me, not helping me.

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Speaker 3: First to say, okay, are they doing well enough in exams?

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Speaker 3: Are they getting through what they need to do to study?

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Speaker 3: Is the music very loud and distracting? And again, the

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Speaker 3: music I was listening to is rock and pop music.

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Speaker 3: It wasn't classical Western classical music, which would not get

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Speaker 3: worked for me. And so it's so personal that it's

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Speaker 3: hard to give direct advice. Basic is that music can

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Speaker 3: potentially help you to focus when you're studying. I often

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Speaker 3: recommend it as a tool, but it's important to understand

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Speaker 3: the impact that music is having on you and what

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Speaker 3: type of music is going to work for you.

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Speaker 2: We have a comment which I think has a bit

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Speaker 2: of a question in there for me. It's coming from

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Speaker 2: Kingsley Jeremiston. It says, good morning Google and to the doctor.

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Speaker 2: I think a lot of technology smartphones AI was sold

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Speaker 2: and even imposed on us on the basis of convenience

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Speaker 2: and efficiency, but not enough was done to educate people

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Speaker 2: on the dangers. I think in Finland Denmark they've done

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Speaker 2: away with the devices. They've gone back to all school

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Speaker 2: textbooks and writing. Why many of our teenage children live

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Speaker 2: in virtual world struggle to develop problem solving critical and socials.

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Speaker 2: That's from Kingsley Jermestone. And so as we kind of

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Speaker 2: try to figure out what has been the impact of

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Speaker 2: you know, social media, increased screen time, et cetera, there

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Speaker 2: has been a conversation about, well, maybe we need to

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Speaker 2: go back to non digital things like doing crosswords, puzzles,

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Speaker 2: so Doku, playing games, being outside, like you were saying,

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Speaker 2: speaking to people in the queue without looking at your

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Speaker 2: phone and just kind of being bored a bit, because

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Speaker 2: that's the other thing. We aren't ever really bored. There's

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Speaker 2: always something to kind of take your mind of things

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Speaker 2: or entertain you. And is that correct that these kind

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Speaker 2: of non digital output this in quotation old school things

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Speaker 2: could help us improve or shape our brains in a

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Speaker 2: different way, sort of maybe improve concentration or the ways

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Speaker 2: in which we remember things. Is that is there any

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Speaker 2: evidence of you know, kind of going old school could

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Speaker 2: help us improve the ways in which we use operats

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Speaker 2: and the ways you shaped it.

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Speaker 3: So one of the biggest things is that I know

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Speaker 3: our devices are distracting, right, So it's not that so

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Speaker 3: you can read on a device, and a device, you

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Speaker 3: do read differently when you read on your device versus

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Speaker 3: when you read a book, and yeah, it has a

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Speaker 3: different impact. But I think what is quite key is

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Speaker 3: that when you're reading on your device, you're going to

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Speaker 3: get a message, you're going to get a notification, something

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Speaker 3: is going to flash, and you're going to get distracted.

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Speaker 3: And that isn't a big problem, but it's also So

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Speaker 3: that's the first thing. The second thing is that there's

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Speaker 3: an endless supply of distractions. Right when I had a newspaper,

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Speaker 3: I had to read start to finish, even it could

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Speaker 3: take me as long as it was going to take me,

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Speaker 3: But there was an end point. What does there isn't

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Speaker 3: an endpoint? When we look at how it was so different,

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Speaker 3: people had to call us on our landline, right, you

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Speaker 3: weren't going to get I'm thinking a series of talks

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Speaker 3: of the origin center. So I was also just looking

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Speaker 3: at what is happening to me, and these are talks

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Speaker 3: on focus. And what I realized is I get about

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Speaker 3: fifty WhatsApp messages the day. Now think about those. You

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Speaker 3: were never getting fifty calls a day, right, So because

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Speaker 3: the communication device has changed made it easier to send

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Speaker 3: these shorter messages, we have now so many messages coming through.

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Speaker 3: It is before you would call, you would have a conversation,

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Speaker 3: even with a short conversation, and functional sometimes a long conversation.

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Speaker 3: But the technology has shifted the way we communicate with

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Speaker 3: each other, and then how we potentially distract each other

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Speaker 3: as well. Right, I wouldn't call somebody also five times

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Speaker 3: a day just to tell them something. And so the

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Speaker 3: main problem here is that it's distracting and that it's endless,

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Speaker 3: there's just no end to it, and that then has

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Speaker 3: an impact on many different cognitive functions and our ability

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Speaker 3: to focus in including our ability to focus and complete

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Speaker 3: to certain tasks.

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Speaker 2: And so if we were then to I don't know

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Speaker 2: if you can remove the distructions altogether, but if you

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Speaker 2: were to limit the distractions, like some people often speak

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Speaker 2: about screen free time, we often get cold. You shouldn't

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Speaker 2: be looking at your phone two hours before you sleep.

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Speaker 2: If we were to try limit the distruction, could that

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Speaker 2: then in the same way that the distructions have an

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Speaker 2: impact cognitively, could that removal reduction, minimizing of the destruction

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Speaker 2: also have an impact but a good.

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Speaker 3: One, Yes, definitely, And I think you know from the

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Speaker 3: comment also one of the things that it cannot was

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Speaker 3: this idea of convenience, and convenience doesn't always lead to health,

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Speaker 3: right if we look at convenience foods and the distractive

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Speaker 3: impact that actually has on our health. So we have

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Speaker 3: to consider what we are trading for convenience. So then

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Speaker 3: is it better to buy a physical newspaper read the paper? Maybe?

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Speaker 3: You know, however frequently you want to read the paper

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Speaker 3: but not look at news on your phone, devolve the

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Speaker 3: functionality from our phone now to different photos. Use a

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Speaker 3: old fashioned watch, not a digital watch that gives you

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Speaker 3: your notifications as well, because again we look at our

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Speaker 3: phones our time and then we get distracted by something

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Speaker 3: else and I, you know, as happens to me. I

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Speaker 3: look at my phone for the time, I don't even

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Speaker 3: remember the time I get distracted by the message. So

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Speaker 3: do we have to shift some of the functions that

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Speaker 3: we've put everything on the phone? It it has been exceptional,

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Speaker 3: it's really convenient. We have to shift some functions that

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Speaker 3: we can shift to, as you said, the way we

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Speaker 3: used to do it, real books, real newspapers or fashion watches.

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Speaker 3: And understand then impact because then that shook a function

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Speaker 3: from this device, which that are remarkable. We're spending over

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Speaker 3: five hours a day on every just South Africans on

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Speaker 3: our phone.

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Speaker 2: Yeah, a message here, and I think it's quite a

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Speaker 2: fascinating question because it's less about what they are doing

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Speaker 2: in terms of, you know, the habits, the things that

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Speaker 2: they do, but rather what their partner does. But the

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Speaker 2: message from anonymous is my husband has a head injury

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Speaker 2: from before I met him due to the fact that

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Speaker 2: he's constantly confused and also has tunnel vision. I think

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Speaker 2: my brain has been retrained. I cannot concentrate for long

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Speaker 2: periods because I need to be available and to drop

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Speaker 2: what I'm doing for when he might need assistance. Is

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Speaker 2: it possible that this, in fact might have been or

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Speaker 2: has contributed to my lack of ability to concentrate. We

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Speaker 2: have been married for over forty years. That's from anonymous

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Speaker 2: on WhatsApp.

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Speaker 3: So I think we have to look at shift incognitive

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Speaker 3: function as being caused by multiple factors. Right, So aging

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Speaker 3: is going to change the way our brains function, and

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Speaker 3: as we get older, we become more vulnerable. So we

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Speaker 3: have to be more careful about what we do, make

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Speaker 3: sure we stay cognitively active. Exercise, sleep at chob which

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Speaker 3: becomes the second one. Lifestyle factors at any age is

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Speaker 3: going to shift the way your brain functions. Some stories

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Speaker 3: have shown that you know, these diets are exceptionally unhealthy.

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Speaker 3: Very high sugar and very high saturated diets actually change

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Speaker 3: the brain within two weeks and change the way brain

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Speaker 3: functions within two weeks. So diet sleep will have a

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Speaker 3: profound impact. So we have aging, we have lifestyle factors,

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Speaker 3: We have these distractions like our mobile devices and what

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Speaker 3: has happened, and all of those have a contribution to

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Speaker 3: the way our brain functions. It's important not to look

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Speaker 3: at one thing and then what in that framework, It's

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Speaker 3: important to look at what we can change. Right, So,

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Speaker 3: if I can't change the fact that I have to

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Speaker 3: wake up at six o'clock in the morning because I

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Speaker 3: need to go to work, I need to change the

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Speaker 3: time that I'm going to bed, what can change to

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Speaker 3: support your brain? Help?

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Speaker 2: And so And you're saying, but not just so the aging,

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Speaker 2: the lifestyle, kind of what we're doing with our devices,

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Speaker 2: So all of those things are kind of we need

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Speaker 2: to be thinking about them because I guess we're not

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Speaker 2: just our cell phone news. We are, like you say,

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Speaker 2: you know, our health, our exercise, our sleep, how much

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Speaker 2: sleep we get, what the quality of that sleep is.

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Speaker 2: All of those things are all contributing to well our

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Speaker 2: cognitive health or lack of cognitive health.

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Speaker 3: And I think a big one offer is stress level.

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Speaker 3: So stress levels have gone up. Some studies have shown

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Speaker 3: the seventy percent of South Africans reports they're not coping.

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Speaker 3: Forty percent of Africans are taking time off work because

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Speaker 3: they can't cope it's just a reflection of beside stress levels.

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Speaker 3: A high stress level for many many reasons, but a

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Speaker 3: lot of it is also then because of the use

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Speaker 3: of our devices right worse, sleep, stress levels, diet, social

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Speaker 3: engagement as all beniflective by our diets, we get this

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Speaker 3: vision phyco actually, and so we have to be more

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Speaker 3: conscious bought on an individual level, organizational level, but also

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Speaker 3: the policy level. What do we change from that? From

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Speaker 3: the way I work, I look at all of these

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Speaker 3: as brain skills. So I look as calm as a

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Speaker 3: brain skill. I look I look at focus as a

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Speaker 3: brain skill, and these two are the core foundational brain skills,

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Speaker 3: and then you have other brain skills like memory, creativity, discipline,

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Speaker 3: et cetera. But why I look at it as a

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Speaker 3: skill is because we can potentially train the brain to

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Speaker 3: become better at the skill skills, to support us to

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Speaker 3: cope with our stresses, to improve our attention spans, complete

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Speaker 3: the tasks that we need to do, and really to

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Speaker 3: enjoy our lives. This is what we need to form

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00:25:10,640 --> 00:25:14,879
Speaker 3: healthy relationships to do the productive, enjoyable work that we

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Speaker 3: want to do, to create the art that we want

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00:25:16,720 --> 00:25:19,520
Speaker 3: to you know, And so I think it's important to

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Speaker 3: look at that, so skills that we can learn, and

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00:25:22,800 --> 00:25:24,919
Speaker 3: then the second element of that is how do we

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00:25:24,960 --> 00:25:27,359
Speaker 3: support these skills that we can learn. What is the

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00:25:27,440 --> 00:25:32,080
Speaker 3: ecosystem around it, like the healthy habits to support plain function.

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Speaker 2: Before I wrap up Dot, we receive the WhatsApp poison

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Speaker 2: sevent two seven two one seven oh twopring girls.

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Speaker 1: As someone who seems newspapers, it's not possible to buy

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00:25:44,680 --> 00:25:47,639
Speaker 1: every newspaper I want to read, so I read them online.

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00:25:47,840 --> 00:25:50,919
Speaker 1: Generally start at three am in the morning. We start

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00:25:50,960 --> 00:25:57,400
Speaker 1: with CNN, BBC Jerusalem Past the Times of Terms of Israel.

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00:25:57,720 --> 00:26:01,080
Speaker 1: Then we go on to our Jazeera and read some

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00:26:01,119 --> 00:26:05,000
Speaker 1: of the Russian news, and so we go on. Also

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Speaker 1: build puzzles. I do Lego blocks, I do gardening. I

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00:26:13,600 --> 00:26:19,240
Speaker 1: do building of mccanno as well, and I keep my

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Speaker 1: right side of my brain active. I also write. I

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Speaker 1: don't type anymore unless I need to do a presentation,

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00:26:28,840 --> 00:26:31,439
Speaker 1: and I read a lot. I read physical books. I

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Speaker 1: have a Kindle. I think I've got two or three

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00:26:33,600 --> 00:26:36,040
Speaker 1: in my house. I hardly ever touched them because I

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00:26:36,200 --> 00:26:39,080
Speaker 1: like the feel of a physical book. And on a Friday,

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00:26:39,160 --> 00:26:41,080
Speaker 1: the first thing I'm going to do is hunt down

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Speaker 1: the Mail and Guardian. And apparently there's a new Afrikaans

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00:26:44,480 --> 00:26:47,880
Speaker 1: paper called Depo Pierre. I haven't read that yet, but

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00:26:48,200 --> 00:26:52,000
Speaker 1: the Mail and Guardian is definitely that is something every

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Speaker 1: Friday and Sunday, the Sunday Darmes.

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Speaker 2: Thank you very much for that. What'sapp voice notes dot

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Speaker 2: or thank you your thoughts.

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Speaker 3: I would say, we don't need that much news. I

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00:27:07,600 --> 00:27:13,040
Speaker 3: think it's contributing to our stress levels. I do. I

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00:27:13,040 --> 00:27:14,959
Speaker 3: think there's so much bad news and we're getting it

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00:27:15,040 --> 00:27:16,840
Speaker 3: so fast. And you know the book I would also

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00:27:16,840 --> 00:27:20,800
Speaker 3: recommend it Stolen Focused by Johann Hary. It's brilliant, but

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00:27:20,960 --> 00:27:24,320
Speaker 3: he also makes an important observation speaking to researchers in

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00:27:24,359 --> 00:27:27,399
Speaker 3: that book that we're getting so much information currently, and

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00:27:27,520 --> 00:27:30,439
Speaker 3: this is true. We all know this. We're getting probably

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00:27:30,480 --> 00:27:32,600
Speaker 3: as much information as in a day as we used

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00:27:32,640 --> 00:27:34,800
Speaker 3: to get in a year, right if you think about it,

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00:27:35,960 --> 00:27:38,840
Speaker 3: And that also contributes to the sensation of just time

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00:27:38,920 --> 00:27:42,120
Speaker 3: speeding up, that the year is going so fast that

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00:27:42,440 --> 00:27:44,520
Speaker 3: and I think all of us, I've had that many

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00:27:44,520 --> 00:27:46,400
Speaker 3: of us that, oh my god, we very much already

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Speaker 3: And in part is that we just have so much

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00:27:49,760 --> 00:27:53,440
Speaker 3: that has already happened in two months that either is

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00:27:53,480 --> 00:27:56,239
Speaker 3: happening physically to us or in a wider world that

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00:27:56,320 --> 00:28:00,720
Speaker 3: we are way of. And given how much this news

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00:28:00,800 --> 00:28:04,240
Speaker 3: is not actually good news, it contributes so much to

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00:28:04,240 --> 00:28:08,440
Speaker 3: our stress levels, within an impact on diet, on relationships

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00:28:08,440 --> 00:28:11,959
Speaker 3: and work. So I'm not saying don't stop, but I

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00:28:11,960 --> 00:28:14,399
Speaker 3: do wonder whether I'm also like that I consume too

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00:28:14,440 --> 00:28:18,000
Speaker 3: much news, and I do wonder how much that is

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00:28:18,600 --> 00:28:20,800
Speaker 3: affecting us and all differently. I don't want to say

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Speaker 3: everyone stopped, but I think we need to become more

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Speaker 3: aware of It.

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Speaker 2: Was a great pleasure having you on the show. Thank

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Speaker 2: you so much for your time this morning.

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Speaker 3: Thank you. It is a pleasuring on Michelle how