November 2013
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CELEBRATING 30 YEARS IN 2013
KNOXVILLE
Give Thanks! 50 Simple and Meaningful Ways to Show Gratitude “Whether for teachers, friends, neighbors, workmates, or relatives, showing your appreciation is a great way to give thanks and celebrate the true meaning of Thanksgiving.”
November 2013 Volume II • Issue 11 Michael Kull and Eva Nations, Publishers Advisory Board
Contributing Writers
Sr. Mary Marta Abbott, RSM The Diocese of Knoxville
Kensey Baker Jeffrey Eberting, DMS, MS Courtney Feike, M.S., ACECPT Marcin Gornisiewicz, M.D. Michael Kull Audrey Madigan Tracey Matthews James McIntyre, Ph.D. Erin Nguyen Mike O’Hern Sedonna Prater Kathryn Rea Smith, Ph.D. Michael K. Smith, Ph.D Liz Stucke Barry Van Over
Marie Alcorn United Way of Greater Knoxville Mike Bailey Small Business Representative Paul Parson East Tennessee Children’s Hospital Tracey Matthews Knox County Schools Family and Community Engagement Elizabeth Pooley Marketing Professional Lee Tramel Knox County Sheriff ’s Department
Contributing Photographers Allan Barnett Great Smoky Mountains Institute at Tremont Michael Kull Liz Stucke
Liza Zenni The Arts and Culture Alliance of Greater Knoxville
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Knoxville Parent PO Box 52605 Knoxville, TN 37950, phone 865.622.9680 • fax 888.457.9602 The entire contents of this publication are copyrighted and property of Knoxville Parent. No part of this publication may be reproduced in any manner without the express written consent of the publishers. Knoxville Parent utilize freelance writers, and the views expressed within this publication are not necessarily the views of the publishers or editors. Knoxville Parent takes no responsibility for unsolicited manuscripts or other materials. Letters to the editor must include name, address and daytime phone number for verification. Knoxville Parent reserve the right to edit letters for space and clarity. Please keep letters within 500 words in length.
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Stop the Bullying “Due to the internalized shame associated with being teased or bullied, many children and adolescents keep silent about their experience and try to deal with it alone.”
PAGE 11
How to Talk to a Child About Cancer “Your straight-forward and compassionate explanation may determine how your child deals with people suffering from cancer not just during school years, but for a lifetime.”
PAGE 16
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Contents 4
A letter from the publishers
13 Physical Activity Guidelines for Adolescents
5
Bottle Bouquets
15 Raynaud’s phenomenon - Caring for this Sensitive
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A Thanksgiving message from Dr. Jim McIntyre
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50 Simple and Meaningful Ways to Show Gratitude
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Why We Secretly Love Tests
18 Dreaming Big in Pursuit of Student Success
10
Random Acts of Kindness
19 What’s Your Problem?
11
Stop the Bullying
21 ThankFALL
12
Addressing One’s Values in Orthodontics
22 How to Pay for College
Condition
16 How to Talk to a Child About Cancer 17 Ten Terrific Books About Giving Thanks
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Knoxville Parent • November 2013
A Message From the Publishers by Eva Nations and Michael Kull
Dear Readers, November is a good time to remember to give thanks, as we prepare to celebrate Thanksgiving. For this issue, we invited our writers to share their ideas about giving thanks and showing gratitude. Some articles speak to this directly, while others provide useful information, for which we can all be grateful. Giving thanks is an acknowledgement, a purposeful recognition of something good that another has shared with us. For example, the story about Katherine (Bottle Bouquets), illustrates how an innocent young person used a creative impulse to acknowledge those who indirectly helped her by helping her grandmother. Her story reminds us all to make the effort to acknowledge those who make a difference, no matter how big or small. We want to thank everyone we are connected to: our writers; Knoxville Parent advisory board members; advertisers; the principals, teachers, staff and school officials; our own families and you for coming together to make this resource a success for our community. Thank you, and Happy Thanksgiving! Eva and Michael
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Knoxville Parent • November 2013
Homemade Bottle Bouquets
Giving thanks with creativity and awareness by Michael Kull
“Faced with two dilemmas: How to thank the doctors and nurses and what to do with all those empty water bottles and Halloween candy, Katherine had a creative spark.”
atherine found out that her grandmother was going back to the hospital. It had been three years since the doctor’s had given her grandmother a diagnosis of cancer, and after aggressive treatment it looked like she had successfully fought back. But now it looked like the cancer was sneaking back up on her. Katherine wasn’t able to be with her on the day of the surgical procedure because of school, but she learned from her parents later that day that the operation went well all the products in her hand, we immediately planned attending nurses and physicians at the local a time to take her to the hospital, so she could hospital had given her grandmother wonderful present her gifts.” care. Katherine was relieved and felt grateful Sometimes, conditions line up to create Katherine displays her colorful candy bouquets made for these people at the hospital whom she had a solution that is more than the sum of its from recycled water bottles and Halloween candy. never met, but she also felt at a loss for how parts. When that happens, it is critical to she might let them know. recognize the immensity in seemingly small gestures, so that everyone can At the same time, the issue of recycling came up in family conversation. benefit from them and learn how to create them as well. Katherine is a big fan of bottled water, but her neighborhood does not have a recycling program. It was also just after Halloween, and she had lots of candy that she knew she would never eat (to her parents’ relief!). Faced with two dilemmas: How to thank the doctors and nurses and what to do with all those empty water bottles and Halloween candy, Katherine had a creative spark. Why not make gifts out of the bottles and candy and present them to the hospital staff who gave her grandmother such good care? Unbeknownst to her parents, she gathered her materials, along with some brightly colored tissue paper, and began to create what she now calls “Bottle Bouquets.” By cutting the bottles in half, fitting the bottom with colored tissue and filling them with the candy, Katherine solved several issues all at once. Her parents were pleasantly surprised to see just how she had channeled her own talent and creativity in such a way as to help so many people at once. Using the bottles and candy helped her family deal with a recycling challenge. The use of the plastic bottles, in its own small way, helped the Register before December 31, 2013 community manage its recycling and save $40 per session. Save and offering the gifts of gratitude even more by referring your friends to those who worked hard to to camp, for each new camper that heal her grandmother helped not registers for summer 2014 you will only them, but also honored her grandmother in a real and heartreceive a $35 discount. felt way. ”We didn’t realize that she was even thinking about how to Register online at Using scissors, an empty water bottle, thank the hospital staff,” said Paul, colored tissue paper and candy, www.campocoee.com Katherine turned a recycling challenge Katherine’s father, “So, when she or call 423.338.5588 into a colorful expression of gratitude. came downstairs with the finished
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Knoxville Parent • November 2013
Dear Knox County Schools’ Families
T
hanksgiving is a truly special time for the Knox County Schools. We are thankful for the privilege of helping prepare children for college and career and grateful for engaged families who support their students at home. The holiday gives us all an opportunity to be thankful for the feast upon our table of education. I grew up near Plymouth, Massachusetts, the site of America’s first Thanksgiving. There, people came together with a unifying purpose and heartfelt thanks. Sharing what they had to offer, the Pilgrims and Wampanoag Indians established a model of partnership, hard work and generosity for Americans to follow, one that we continue today. As these early compatriots contributed their portions to a bountiful table, so, too, have the people of Knox County shared their assets by contributing feedback, suggestions and insights for educational excellence in our community. Throughout the month of October, we opened our strategic planning process to the community to seek input and comments on the state of education and how we should proceed in the next five years. At community forum meetings, called Insight Sessions, hundreds of people attended from all areas of Knox County, some with school-age children and some without, but all with a desire to enrich education in our community. We gathered a cornucopia of ideas and viewpoints from this engaged community, and for that, I’m thankful. Every idea offered during the Insight Sessions was harvested, and in November, we’ll share what we learned during two “Knox Schools 2020” feedback sessions. I encourage you to attend one of the sessions: •
Nov. 14, Gresham Middle School, 6-8 p.m. (500 Gresham Road)
•
Nov. 21, Bearden High School, 6-8 p.m. (8352 Kingston Pike)
Identical information will be presented at both meetings, and child care and light refreshments will be provided. Even if you were not able to attend an Insight Session in October, you will benefit from attending a Knox Schools 2020 feedback session in November. Our next five-year strategic plan begins in 2015 and extends the vision for our schools
“As these early compatriots contributed their portions to a bountiful table, so, too, have the people of Knox County shared their assets by contributing feedback, suggestions and insights for educational excellence in our community. ” right up to the 2019-2020 school year. Our goal is to produce another bountiful harvest of success in our classrooms for the futures of our students, and the seeds of ideas sewn during our Insight Sessions will influence the direction of education in the Knox County Schools. If you have not had the chance to share your vision, please e-mail your input to knoxschools2020@knoxschools.org by November 7. Additionally, to follow the progress of the strategic planning process, “follow” on Twitter at @knoxschools2020, and stay updated by visiting knoxschools2020.org. In the Knox County Schools, we have much for which to be thankful. Excellent teachers, strong school leaders, committed staff, caring parents and families, great students, a dedicated Board of Education and an engaged, supportive community are among the many reasons we are fortunate. I welcome the opportunity, then, during this season of thanks to express my gratitude for just a small portion of the positive aspects of and influences upon the Knox County Schools. During that first Thanksgiving, people contributed what they had and joined together with heartfelt thanks for the common good of all. It’s in that spirit that I express my thanks to the Knox County Schools families, students and our community for your desire to continue to support our very ambitious goal of Excellence for All Children. I wish you and your family a thanks-filled holiday. Sincerely, Jim McIntyre Superintendent, Knox County Schools
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Knoxville Parent • November 2013
50 Simple and Meaningful Ways to Show Gratitude By Tracey Matthews, Supervisor, Knox County Schools Family and Community Engagement
Contributing Writers: Candice Campbell, Zachary Seay and Mary Frances Street, University of Tennessee Interns, Knox County Schools Family and Community Engagement Department
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hanksgiving is a perfect opportunity to recognize the people who have positively influenced the lives of our children. This month, we share multiple opportunities to “give back” to those who have made your children’s lives better, which means they’ve also made your life better! Whether for teachers, friends, neighbors, work mates, or relatives, showing your appreciation is a great way to give thanks and celebrate the true meaning of Thanksgiving. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31.
Create a homemade, handwritten thank you card. Invite them to join you in doing something you know they would enjoy. Give them a verbal compliment…it goes a long way. Record a CD with a special thank you or friendship song. Cook them a light breakfast, lunch or dinner, and deliver it to them. Return a favor when they least expect it. Give them a hug, and simply say, “Thank you.” Write a short letter of appreciation. Bake them a dozen cookies from a simple cookie mix. Offer to do something for them that you know they hate doing. Make a gift basket filled with chicken soup and crackers when they are sick. Invite them to join you for dinner. Collect and give them coupons for items you know they purchase. Pass on an unused gift that they would find useful. Give them a gift certificate to their favorite restaurant or store. Choose a book on a subject that interests them, and send it to them as a surprise. Pet sit for them. Buy them movie passes for a family or “girls” (or “guys”) night out for two. Put flowers from your garden in a decorative jar and place them on their doorstep, desk, etc. Place a personalized mug on their desk filled with a packet of cocoa mix and marshmallows. Surprise them with a disposable camera if they are planning a vacation. Arrange to take their child to a “day out.” Give them a candle and attach a note that reads, “You are a light in my child’s life.” Give a journal to them and fill out the first page with a message of gratitude. Give them a box of “thank you” cards and write the first card to them. Babysit or sit with an elderly relative, so they can enjoy a “date night.” Share a family recipe of their favorite dish that you make. Make a donation to their favorite charity in their name. Give them an IOU for a task or small job of their choosing. Take them a piece of their favorite dessert. Make reservations for them at their favorite restaurant, or pick up the check the next time you go to dinner.
32. Write a message expressing your gratitude and post it if they have a web page or other social media account (Facebook, Twitter, etc.). 33. Have your child create a collage or piece of artwork they would enjoy. 34. Spend quality time with them during a short visit. 35. Carry their newspaper to their doorstep. 36. Invite them to your place of worship and brunch afterward. 37. Register a star in their name. Visit www.ors.org for details. 38. Purchase their favorite movie on DVD. 39. Put a few dollars on an “emergency” gas card. 40. Purchase a subscription to a magazine in their name. 41. Register them for a monthly gift, such as fruit or cheese. 42. Have your children join you as you pull weeds from their garden. 43. Make them a “Movie Night” basket with one or two of their favorite movies, their favorite drink and candy and a package of microwavable popcorn. 44. Help them (or encourage them) in their effort to achieve a personal goal. 45. Gift them your favorite book and provide a note letting them know how much it means to you, as well as how much they mean to you. 46. Send flowers to them at their workplace. 47. Offer to pay for parking if you go somewhere together. 48. Have your children join you as you wash their car. 49. Give them a homemade coupon book, including “gifts” like “This coupon is good for one weekend play date.” 50. Now, YOU think of some unique ideas and share them with us for next year’s article! Please send your suggestions to tracey.matthews@ knoxschools.org. Although Thanksgiving is only once a year, seize every opportunity to express your gratitude to those who positively touch your child’s life throughout the year. In today’s busy world, actually taking the time to express your gratitude will be greatly appreciated and perhaps unexpected.
On behalf of the Knox County Schools Family and Community Engagement Department, Happy Thanksgiving!
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Knoxville Parent • November 2013
by Michael K. Smith, Ph.D.
Why We Secretly Love Tests
love tests. I have a Ph.D. in Psychology with a specialty interest in standardized tests. For half my life, I have helped students prepare for the ACT and SAT college admissions tests and graduate and professional school admissions tests such as the GRE, LSAT, and GMAT. I consult with companies to make and evaluate new tests. I have written my own test preparation study guides. My students and their parents assuredly think I am a strange person. As I explain my own fascination with tests, I want to share another unusual thought: I believe that we all secretly love tests! Psychologists are responsible for modern tests. Alfred Binet constructed the first intelligence test in 1905 in Paris. Lewis Terman modified the test for English speakers in 1917 and created the first version of the Stanford-Binet. Two Princeton psychologists constructed the SAT in 1926 as an Ivy League admissions exam. Personality tests were devised that measure aspects of normal personality (such as the Myers-Briggs and California Personality Inventory) and abnormal tendencies (such as the Rorschach Inkblot Test and the MMPI). Psychologists have expanded into many other areas: employment tests, ability tests, attitude and interest inventories, and even measures of attraction. While in graduate school, I was enthralled by how a test could measure my “intelligence” or posit that I was an ENTJ (MyersBriggs shorthand for Extroverted-Intuitive-Thinking-Judging personality type). I actually liked taking these tests, hoping to learn more about myself. I also discovered that I could help others prepare for important exams, such as the GRE, which is used for graduate school admissions. So I did not mind being “tested” in the sense that I could learn about my interests, abilities, and limits. How can I say that other people also love tests? I notice how my children obsessively play video games. They love the challenge and repeat scenarios in order to master the levels. You might say “But this is not a test!” I would say that it is because it “tests” my children’s ability to solve problems. Furthermore, the popularity of game shows (such as Jeopardy or Are You Smarter than a 5th grader?) or the abundance of “personality” tests in popular magazines indicates how much we want to measure ourselves against others. Teachers also love tests. They are constantly giving students tests: quizzes, assignments, projects, and papers. How else would teachers know how their students are performing? Finally, most people love athletic “tests”: these tests are called games or contests but their essence is to determine how much ability individuals or teams possess. I think we love those tests in which we are willing participants in the endeavor. If we agree to be “tested”, then I think that most of us are eager to find out the results, whatever these results indicate about our interests or abilities. On the other hand, there are many “tests” that we despise; I believe this dislike stems from us not being willing participants in the testing situation or not understanding the purpose of the exam. Students hate tests for which
“How can I say that other people also love tests? I notice how my children obsessively play video games. They love the challenge and repeat scenarios in order to master the levels.” they are not prepared. Teachers hate tests that evaluate their performance, especially when they do not understand how tests can be used for this purpose. Starting in 2015, many states will use new Common Core assessments that measure these new standards. These new tests will not be liked if students, teachers, and parents do not understand their purpose, their content, or their results. So let us make this secret love affair with tests more open. Let us admit that we love being “tested” as long as we agree to the exercise and we will know the results. Only by being tested, can we truly discover who we really are and what we can really do.
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Knoxville Parent • November 2013
Random Acts of Kindness
The real method of learning the meaning of kindness By Barry Van Over, President of Premier Martial Arts International
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believe one of the things that children should learn is love expressed through kindness. For love is kindness in action. If adults around them are kind, kids learn to be kind. If they are exposed to things that show kindness, they will learn the different ways to show kindness. Once I was traveling to New York City for work and was feeling really low and down in the dumps from what was a terrible day and I hailed a taxi cab for a ride home. When we arrived at the destination, I reached for my wallet and to my dismay saw that I lack the money that I needed to pay for the cab. Haltingly I apologized and asked if I could go down to get some money from the ATM down the street. The driver looked at me straight in the eyes and in the kindest tone said, “It’s okay, I’ll take whatever you have.” I thanked him profusely and somehow it helped dispel whatever bad feelings I had. I still remember that little act of kindness up to this day. Here are wonderful acts of kindness ideas for kids of all ages. You can use these activities in school, at home or clubs / organizations. These actions
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will teach children what kindness really is and in a way they will never forget. This really can be a d character and life changer for everyone, not just kids! s
t 1. Hold the door open for those behind you. b 2. Say good morning to your teacher, principal, h school officials and classmates. o y 3. Offer to let your classmate go first. y 4. Offer to take your neighbor’s dog for a walk. d 5. Invite someone new over for a play-date. t 6. Collect foods and canned goods for a food bank. b 7. Volunteer to be a tutor or mentor in a school, especially if there is a an area in which you can help another student. a p 8. Give someone a compliment at least once every day. v 9. Color a picture, make a craft or send a treat to a senior center or h nursing home. t 10. Donate your unwanted toys and books to the children in need. c 11. Write a thank you note to your teacher, your coach, a firefighter, i your mentor or someone who has influenced you in a positive way. O 12. Clean up the area around your school or a local park, picking up a a trash and putting it in the garbage can. You can also help your c teacher clean up the classroom. m s 13. Be extra kind to your bus driver. Say hello when you get on the t bus and say thank you when you get off the bus. a 14. Call your grandparent(s) or other special family members who you do not see often. t i 15. Donate your unwanted toys and books to the children in need. Y 16. Write a note to your parent(s) or grandparent(s) and tell them why b they are special to you. c A 17. Help around the house without being asked to do so, such as t cleaning your room, taking out the garbage or helping with the W laundry. p 18. Going to a new school can be really scary so be friendly to the a a new students in your class or grade. 19. Organize the clothes you don’t wear anymore and donate them to t a clothing drive or shelter. i f 20. Smile. Smiling is easy and happiness is contagious! Barry Van Over is the owner and president of Premier Martial Arts International, of which there are currently over 80 location nationwide. Mr. Van Over has two locations in the West Knoxville area and been empowering families lives through the martial arts in the Knoxville community for over 20 years. Mr. Van Over and his local studios can be reached at www.premiermartialarts.com.
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Knoxville Parent • November 2013
Stop the Bullying
Helping your child cope with being teased or bullied by Kathryn Rea Smith, Ph.D.
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t’s not unusual for parents to feel at a loss when they discover their child is being teased or bullied. A host of difficult emotions may emerge—anger, sadness, or even shame. Parents may even have spontaneous memories of their own painful childhood or adolescent experiences of being teased or bullied. In order to be an effective advocate, however, parents need to set aside these emotions and work on helping their child. A parent’s task is threefold: 1) do what you can to put an end to the teasing and bullying; 2) provide your child with emotional support; and 3) help your child develop insight into the bully’s psychological makeup. Teasing and bullying occur along a spectrum of behavior that involves mistreatment of others. Both teasing and bullying are hostile acts through which the person’s unwanted feelings, such as anger, vulnerability, self-contempt, fear, weakness, shame, or humiliation, are projected onto the person who is the target of the teasing or bullying. The person who is targeted may then internalize these feelings of shame, humiliation, vulnerability or rage. When internalization occurs, the person who teased or bullied has succeeded at transferring his or her own warded off feelings to the victim, much to the victim’s misfortune. Due to the internalized shame associated with being teased or bullied, many children and adolescents keep silent about their experience and try to deal with it alone. Eventually, though, they may work up the courage to confide in parents. Once the problem is out in the open, parents should attempt to stop the teasing and bullying. If the incidents occurred at school, parents can work with teachers and principals to resolve the problem. In some cases, contacting the parent of the child who did the teasing or bullying is appropriate and effective. In other cases, it may be necessary to remove a child from a hostile environment, such as a club or a sports program for his or her protection. Occasionally a child may need to transfer to a new school altogether if the bullying is unrelenting and less extreme measures are ineffective. At the same time that parents are working on stopping the teasing or bullying, they must also provide emotional support for their child. First and foremost, it is imperative to empathize with your child about the pain he or she is experiencing. You could say “I am so sorry Beth is teasing you. It doesn’t feel good at all to be made fun of.” Or you could say “Bullying is never acceptable under any circumstances and it breaks my heart that you are going through this right now.” Avoid giving your child the message that he or she is responsible in any way for the teasing or bullying. In other words, don’t say “You brought this on yourself.” While it may be true that your child needs to work on social skills or some other potentially “fixable” problem that has made him or her an easy target for being attacked, this is not the time to work on the problem. Simply provide support and make sure that your home is a “safe place to land” for your child who has been teased or bullied. Once your child is feeling understood and supported, help him or her develop insight into the motivations of children who would tease or bully other children. To facilitate development of insight, focus the conversation on the child who has done the teasing or bullying. Say something such as: Kathryn Rea Smith, Ph.D. is a private practice psychologist specializing in psychological assessment and parenting consultation. Dr. Smith can be reached at kerea@aol.com.
“Due to the internalized shame associated with being teased or bullied, many children and adolescents keep silent about their experience and try to deal with it alone.” Let me ask you about Brad—do you think he could possibly feel good about himself if he is mistreating you? Think about it—when you are feeling okay with yourself, do you have any need to put someone else down? Of course not! I suspect Brad secretly dislikes himself, or feels weak and scared. Those are difficult feelings, but mistreating someone else is not a good way for him to handle his insecurities, is it? By shining the light on the deficits of the child who has teased or bullied, you will mitigate the self-esteem injuries your child has sustained as the victim of teasing or bullying. Instead of seeing the person who bullies as strong and powerful, your child will begin to see through to the underlying vulnerability, fear, and insecurity. Armed with knowledge and insight about the underlying psychology of those who tease and bully, your child can more easily cope with any future attacks.
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Knoxville Parent • November 2013
Addressing One’s Values in Orthodontics By Jeffrey Eberting, D.M.D., M.S.
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n orthodontist not only has the task of producing beautiful smiles, but occasionally he or she has to act as a counselor for parents who are concerned about their child’s teeth. It has not been uncommon to have a parent say to me, “Oh, I need to bring my child to you for you to look at him/her. The teeth are really a mess.” Such a statement braces me for the worst (no pun intended), but more often than not, when I clinically examine the patient, the malocclusion (a condition whereby a person’s teeth do not line up properly when coming together) is nowhere near as bad as originally presented. When I have told the parents this, I witness this collective sigh of relief – especially if I tell them no teeth need to be extracted or jaw surgery is not required. Even though most orthodontic cases are seen as addressing esthetic concerns in order to produce beautiful smiles, I am most concerned about function – speech, chewing, swallowing – and I treat each case to ensure that the patient can function as naturally and normally as possible. Therefore, the orthodontist stands at the crossroads between esthetics and function, a place where one must also assess the patient’s (and parent’s) values. So who makes that call? Me? The patient? Mom or Dad? My training involved assessing what an ideal finished orthodontic case looks like. We looked at how the upper teeth touch the lower teeth, how much of an overbite exists, how straight the teeth are, and how even the bite is. The American Board of Orthodontics (ABO) has criteria for a ideal orthodontic treatment outcomes, and board certified orthodontists are bound to approach each case with that ideal as the goal. There are orthodontic cases which may need to be compromised if the dental malocclusion is severe, but if all parties are aware of this from the initial examination,
we are better prepared for just how treatment must proceed. So, for me, the ABO guidelines establish my values as to when an orthodontic case is finished. Some patients, though, may not see it the same way as I do – especially if a case’s treatment time is taking longer than expected. While I am toiling away, repositioning brackets and bending wire, I have someone asking me, “How much longer until I get these off?” Based on my professional assessment of the case as it currently stands, the treatment is not yet complete, and so my values may say we are not finished yet. The parent and/or the patient may see it differently – the teeth look straight, they appear infinitely better than when we started, why not take them off? What they may not realize is that cosmetic appearance isn’t the only concern. In many orthodontic cases, creating a healthy bite, preventing possible tooth and/or bone loss and insuring proper functioning for a lifetime is a primary goal. When we can achieve both a healthy and beautiful smile, then we have hit the jackpot! Ultimately, I must honor the final wishes of my patients, but I will do everything I can to educate them about both aesthetics and function. If the patient likes what he or she sees, then we have a positive orthodontic result, and that is a value we can all agree on. Dr. Eberting holds degrees from Duke University and Temple University in General Dentistry and Orthodontics. He is a member of the American Dental Association, the TN Dental Association, the Second District Dental Society, the American Association of Orthodontists, the Southern Association of Orthodontists, and the TN Association of Orthodontists.
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13
Knoxville Parent • November 2013
Physical Activity Guidelines for Adolescents by Courtney Feike, MS, ACE-CPT
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n 2004 the Centers for Disease Control (CDC) listed obesity as the number one health risk in America. This problem starts early in childhood with poor choices in diet and physical inactivity and carries into adulthood. In an article by Ebbeling, et al., Childhood Obesity, Common-Sense Cure it is stated, “As with adults, obesity in childhood causes hypertension, dyslipidaemia, chronic inflammation, increased blood clotting tendency, endothelial dysfunction and hyperinsulinaemia. This clustering of cardiovascular disease risk factors, known as the insulin resistance syndrome, has been identified in children as young as five years of age.” Habits, especially those developed early on such as physical inactivity, can often be the hardest to break. The physical environment, along with advances in technology, have become huge barriers to physical activity. Escalators are used instead of stairs, and television remotes allow you to change the channel without moving from your couch. Physical activity in previous decades was a form of entertainment and involved outside sports, which gave children the chance to become more active. Today, television shows and video games have replaced this time. In a study by Bassett, et al, Physical Activity and Body Mass Index of Children in an Old-Order Amish Community, step counts and body mass index were measured within a society that functions similarly to ours prior to technological advances. In this community the use of automobiles and televisions are banned, and children are expected to complete chores on the farm, many of which involve a great deal of physical activity. Results for this study found a 1.4% obesity rate among children in the community. When compared, US children have around a 17% greater obesity incidence and walk 45% less steps per day than the children in this Amish community. Current guidelines from The Fitness Professionals Handbook, 5th Ed. recommend that children get at least 60 minutes per day of age-appropriate physical activity on most days of the week for health benefits. Aerobic exercise should be emphasized and strength exercises may also be implemented with adult supervision. Strength exercises should use minimal weight and include 1-2 sets of 8-15 repetitions. Physical activity can be implemented a number of ways, through school physical activity programs, sports or even exercise done with a parent like riding a bike. Several programs have been created within schools in order to get kids moving and stop obesity incidence. One program, “The walking school bus,” involves parents and volunteers to collect children from their homes in the morning to walk to school in a group (usually students who reside within a 1 mile radius) in order to gain more time being physically active. Research included in walking school bus studies often show positive results Courtney received her Master’s degree in Kinesiology from the University of Tennessee in May of 2013, where her studies focused predominantly on physical activity during pregnancy and early childhood years. She has been an American Counsel of Exercise certified group fitness instructor since 2006 and an American Counsel of Exercise certified personal trainer since 2011. She continues to train and teach group exercise at Fort Sanders Health and Fitness Center and has most recently taken on a full-time position as Wellness Coordinator for RehabCare Group in Knoxville.
“When compared, US children have around a 17% greater obesity incidence and walk 45% less steps per day than the children in this Amish community.” such as lower BMI scores and increases in physical activity. Several studies show that parental involvement in physical activity will, in turn, increase physical activity levels in children. Unfortunately, a large portion of time between parents and their children is spent in sedentary activities, as one study involving 291 parent/child pairs revealed. During non-school hours the results concluded that an average of 2.4 minutes per day were spent active, while 92.9 minutes per day were spent sedentary. These results suggest that parental involvement in physical activity with children is low, and could be yet another reason that childhood obesity has become so prevalent in our society. Several studies have measured time spent sedentary in comparison with obesity incidence. One trial found a 12% increase in obesity incidence per hour of television watched. This same study also found that obesity risk declined 10% per hour spent in moderate-vigorous physical activities. The authors of Childhood Obesity, Common-Sense Cure state, “It is hard to envision an environment more effective than ours [in the USA] for producing obesity. We promote energy intake and limit energy expenditure in children, undermining individual efforts to maintain a healthy body weight.” Although many individual attempts for obesity prevention have been made in youth through parental involvement, school and government programs, more help is needed. Instead of watching television with your kids, go outside and teach them a new sport, try to park as far away as you can from the entrance of stores, encourage your children to take the stairs rather than the elevator. These changes, however small, do add up and may be what children need to start living a more active and healthy lifestyle and in turn decrease obesity incidence.
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Knoxville Parent • November 2013
Raynaud’s phenomenon - Caring for this Sensitive Condition by Marcin Gornisiewicz, M.D.
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“One day in late 1850’s Dr. Maurice Raynaud had a new patient, a young, healthy French girl, and noticed her fingers suddenly becoming pale and cold.”
t is getting colder every day. Winter is around the corner. Our body adjusts to new weather conditions accordingly. Blood vessels supplying the skin narrow in response to cold temperatures to minimize heat loss and keep the body’s core warm. This is called vasoconstriction and is controlled by the sympathetic nervous system, the same system that is also activated when we are nervous or upset. Cold hands and feet are then normal physiological response to both cold exposure and emotional stress. Unfortunately, sometimes this system overreacts and vessel constriction becomes exaggerated. Just use common sense. Keep her whole body but especially her hands One day in late 1850’s Dr. Maurice Raynaud had a new patient, a young, and feet warm. Keep the house at an even temperature. Watch out for healthy French girl, and noticed her fingers suddenly becoming pale and open windows and doors. Remember that it is the change in temperature cold, causing a great amount of pain. He then collected several similar rather then simply the cold that triggers Raynaud’s. During the cold Dr. Maurice Raynaud cases and published his thoughts in 1862. This apparently quite common season warm up any clothing, gloves and socks before going out. A hair condition is now known as Raynaud’s phenomenon or simply Raynaud’s (please don’t dryer can help. Chemical hand warmers inside gloves or mittens, and heavy wool confuse with french car Renault or french painter Renoir). stockings may also do the trick. Forget about shorts and flip-flops. Several layers of So, what exactly is happening? Blood supply to the fingers and/or toes becomes clothing is preferable. Hats are very important because a great deal of body heat is lost inadequate due to spasms of blood vessels in a relatively minor cold environment or through the scalp. Avoid touching cold objects. Protect hands when reaching into the during emotional events. This leads to series of discolorations, a three-phase color fridge. Smoking is out of discussion. Caffeinated products are not recommended, and sequence (white to blue to red). First, the fingers blanch white due to lack of blood forget about energy drinks and sodas, including diet sodas. Eat several small meals to flow (pallor). Then the blood that is left in tissue loses its oxygen and digits turn blue maintain a constant energy level and have at least one hot meal a day. Some natural (cyanosis). Finally, the blood vessels reopen and fresh oxygenated blood returns, which products like fish oil, ginkgo biloba, ginger tea are helpful. turns the fingers red (rubor). This phenomenon can last from less then a minute to Exercise is good, because it helps maintain better blood flow. Outdoor activities, several hours. There may be considerable pain, throbbing, numbness or tingling. In even in the middle of winter, should be encouraged. Just remember that a few simple rare cases skin ulcers may develop. It can be triggered by cold, for instance holding a precautions will make a big difference in your child’s comfort. glass of ice water, getting stuff from the fridge, walking into an air-conditioned store or even by a slight change in temperature like a cool breeze in the middle of summer. Please remember that not everyone will experience all three colors but Raynaud’s is not just the cold hands and feet. Raynaud’s can happen to anyone at any age but most frequently affects women, especially in their 20’s and 30’s. It is rare in kids younger then 10. Teenage girls between 12 and 16 are frequent patients in rheumatology clinics. Most of the young people are otherwise healthy and in majority of cases symptoms disappear in the early twenties. This is called primary Raynaud’s as oppose to secondary Raynaud’s. In the latter there is an underlying disease or condition that predisposes to abnormal vasospasm. Although it is less common and appears later in life (around 40), it tends to be more serious. Systemic autoimmune diseases especially scleroderma and lupus are likely the cause of secondary Raynaud’s. Smoking and certain medications including drugs used to treat migraines and over-the-counter cold medicines could trigger vasospasm as well. There are some clues that favor more serious conditions and require careful evaluation by rheumatologist. Those include: • late onset after 40 especially in men • painful, ischemic ulcers at the tips of fingers or toes • signs and symptoms of another disease • abnormal laboratory tests suggesting an autoimmune disease (especially ANA anbibody) So, what should be done if your teenage daughter has Raynaud’s? Dr. Marcin Gornisiewicz graduated with an MD degree from the Medical School of Warsaw in Warsaw, Poland. He completed residency training in internal medicine at Saint Barnabas Medical Center in Livingston, New Jersey. He completed fellowship training in rheumatology at the University of Alabama at Birmingham in Birmingham, Alabama. He joined Rheumatology Consultants, PLLC (rheumatologyconsultants.org) in 2002. He is board certified in Rheumatology.
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Knoxville Parent • November 2013
How to Talk to a Child About Cancer by Audrey Madigan
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ach year approximately 13,500 children in the U.S. are diagnosed with cancer. To put this into perspective, this is more than a classroom of children a day. Given these figures, it is likely that your child will eventually have a classmate who has cancer. “The relationships children have with classmates are important. Friendships can develop that will last a lifetime. For a child who has cancer, friends are very important. Being sick and frequently absent from school for long periods of time can make them feel different and alone,” said Regina Johnson, a Social Worker at East Tennessee Children’s Hospital. “To avoid a classmate experiencing these feelings when they return to school, explain to children that even though a classmate may be experiencing physical changes on the outside, they are still the same person inside,” Johnson said. “This will encourage children to maintain or even begin a relationship with the child who has returned.” Talking about cancer and the differences a child is noticing in a classmate will not only help your child cope with the situation, but the child who is ill as well.
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“Your straight-forward and compassionate explanation may determine how your child deals with people suffering from cancer not just during school years, but for a lifetime.”
Here are some suggestions: Talk about cancer in a way a child will understand. Avoid medical terminology or scientific explanations. • For younger children simply tell them that some cells in their friend’s body are not working the way they should so doctors are using medicine to make these cells disappear. This presents the information in a way they can comprehend, without overwhelming them. • With older children offer more detailed information always keeping in mind the child’s ability to process the information. Don’t avoid difficult questions like: Can the cancer come back? How long will it take for it to go away? Will they die? • Let children know that most of the time cancer *goes away. However, some time it does come back. Cancer is different in every child so there is no way to know how long will it take for it to go away. Inform them some children do die from cancer, but doctors are getting very good at making children better (there is now an 83 percent overall survivorship). Explain the side effects of cancer treatments and how they may be affecting a classmate. Tell them that radiation and chemotherapy can make some people feel nauseous and very tired as well as causing hair and weight loss. These treatments also make it easier for people with cancer to become sick with other illnesses. As a result, it is important to wash hands; cover coughs and sneezes (with the insides of the elbow, not the hands); not share pencils or pens, drinks or snacks to prevent this from happening. Helping a child understand what is happening to the classmate will also deal with any fear they may be experiencing. Assure children cancer is not contagious so it is OK to be around the classmate all they want. Clarify that children with cancer often spend a lot of time in the hospital or at home. Suggest sending letters or cards, making an art item or visiting to help a classmate keep up with what is happening at school and see familiar faces. “Seeing and knowing people dealing with cancer is hard,” said Johnson. “Even as an adult it is difficult knowing what to say or do to help the individual. It is even more difficult for a child who has neither the experience nor the understanding to deal with what is happening.” As a parent, you play a vital in helping your child realize what cancer is (as much as anyone can) and how the disease and treatment affects not only children, but as well adults. Your straight-forward and compassionate explanation may determine how your child deals with people suffering from cancer not just during school years, but for a lifetime. Visit www.etch.com for more information.
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Knoxville Parent • November 2013
Ten Terrific Books: Giving Thanks Compiled by Erin Nguyen
Children’s Department, Knox County Public Library
Thanksgiving Day Thanks by Laura Malone Elliott PreK-2nd When his teacher asks the class what things about Thanksgiving they are thankful for, Sam begins to worry when he can’t think of anything, but his friends help him find the answer.
One Is a Feast for Mouse: A Thanksgiving Tale by Judy Cox PreK-2nd After a family finishes Thanksgiving dinner, a mouse in their house tries to make a feast from the leftovers, but his plans might be ruined by a pesky cat.
Thanks to Lucy by Ilene Cooper 1st-3rd In this new volume in the Absolutely Lucy early chapter book series, Thanksgiving is fast approaching, and Bobby has a lot to be thankful for – his adorable puppy Lucy, a visit from his grandmother, and maybe even a new baby brother or sister.
Duck for Turkey Day by Jacqueline Jules 1st-3rd Tuyet is disappointed when she finds out her Vietnamese family is planning on serving duck at their Thanksgiving dinner instead of turkey, but her classmates help her learn that every family has its own holiday traditions.
Thanksgiving Rules by Laurie Friedman PreK-2nd Young Percy Isaac Gifford shares his rules for making the most of Thanksgiving, from spending time with family to the loading up on good food at dinner. Trucksgiving by Jon Scieszka K-2nd The first trucks of Trucktown look for a way to celebrate all the trucks who helped them build their town and find the answer with their annual Trucksgiving Race.
Turkey Bowl by Phil Bildner 2nd-4th Nine-year-old Ethan is finally big enough to play in his family’s annual Thanksgiving Day football game, but wakes up to find that the game might be snowed out by a blizzard.
This Is the Feast by Diane Z. Shore 1st-5th The traditional story of the first Thanksgiving is retold through flowing verse and bright illustrations.
For library information in your area visit: www.knoxlib.org/
Balloons over Broadway: The True Story of the Puppeteer of Macy’s Parade by Melissa Sweet 2nd-5th Author and illustrator Sweet tells the story of puppeteer Tony Sarg and his creation of the balloons that have become the trademark of the Macy’s Thanksgiving Day Parade.
Thanksgiving: The True Story by Penny Colman 4th-8th The author delves into the rich history of the American holiday, including an investigation into competing claims for the site of the “first” Thanksgiving as well as modern-day traditions.
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Knoxville Parent • November 2013
Dreaming Big in Pursuit of Student Success by Sedonna Prater, Director, Curriculum and Instruction for the Knoxville Diocese Catholic Schools
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dvancement Via Individual Determination—what an American way of thinking! Our country has historically been the place for opportunities. It has been a place revered because individuals can dare to dream. It has been a place where individuals throughout our history have realized their dreams with creative ingenuity, hard work, determination and perseverance. That is exactly what one woman did when she dreamed of a better way to serve her students. In 1980 Mary Catherine Swanson created AVID, Advancement Via Individual Determination, which is more of a philosophy than a program. The philosophy is simple: hold students accountable to the highest standards, provide academic and social support and students will rise to the challenge to meet these standards of excellence. Similar to its Latin word of origin avidus, eager for knowledge, AVID schools strive to be a catalyst for accelerated learning. AVID is currently in over 4,900 schools, including some in our region, and 28 postsecondary institutions across the nation. It is a college readiness system spanning elementary school through higher education. The AVID curriculum is based on the mission to prepare all students for high school and college readiness and ultimately success in a global society. The program essentials include rigorous course study in writing and reading curriculum, inquiry to promote critical reading and thinking, collaboration and research. In addition, students learn to use a systematic note-taking strategy and effective strategies in organization and study skills that can be applied across all academic disciplines.
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“Students have also verbalized that they feel more prepared for class now that they have a better understanding of how to use their notes to effectively study. ” The AVID teacher implements specific researched based methods of effective instruction to instill in the students the skills necessary to be successful in high school, college and beyond. In addition, AVID schools seek to provide experiential field experiences and academic support through collegeage mentors/tutors so students can be successful in a wide range of learning opportunities including advanced academic course work. Carrie Templeton, AVID teacher at Sacred Heart Cathedral School, observed that students really “buy” into the AVID method. She stated, “We make assumptions about what they know, such as how to use a daily planner. I could literally see my student’s light bulbs go on when we discussed planning for the day and the week.” Students have also verbalized that they feel more prepared for class now that they have a better understanding of how to use their notes to effectively study. One direct outcome from this approach is increased student confidence with regard to academic work. Ms. Templeton remarked, “I see the students forming support groups for one another. One student just told me that before AVID he had never really known any of the students that are in the class with him. He says that now he has gotten to know these students and that they help one another in other classes.” Because educators have been successful in the academic arena, they sometimes make assumptions about their students. For example, assumptions are easily made about students’ background knowledge in a given subject. Imagine what this generation of digitally literate students would think about an illustration of a pair of television antennae and the teacher referencing these antennae as “rabbit ears”. Teachers often assume that students have been taught how to take notes, prioritize their time and that they innately have the aptitude to develop an effective organizational system. This is frequently not the case. Students often do not even realize they are missing some of these prerequisite competencies. It is often the lack of knowledge in this “hidden curriculum” that results in a student’s inability to be successful in the more rigorous or advanced classes. AVID teachers strive to eradicate the assumptions by being very deliberate in planning enriching academic experiences, academic support and by helping students acquire a set of transferable skills. There is a belief among educators that, in education, instructional methods cycle around from generation to generation but are simply renamed with new educational jargon or lingo. While there is some validity to the practice of renaming methods, educators have actually become more adept at utilizing the evidence from years of pedagogical practice and applying this research to define the most effective strategies. The Common Core State Standards were created on this foundation to ensure every student across our country can be successful in college and in a modern workforce. AVID is aligned to the Common Core in the areas of critical reading and writing and has been embracing these strategies for over thirty years. America is still the land of opportunity. It is a place where creativity is nurtured and valued. It is a place where young people today will learn to be global leaders, inventors, scientists, educators, writers and artists of tomorrow. AVID educators are dreaming big in pursuit of success for every student. Advancing via individual determination is the AVID way.
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hat do engineers do? Word problems. What do you do when you’re setting up a budget? Word problems. What do you do when you’re planning a road trip? Word problems. Word problems are the most important part of a math education. There would be little reason to learn mathematical symbols, facts, equations and the like if it is not to be connected to our own reality such that we can use it to solve problems in our lives. Word problems require verbal formulation, then determination of the underlying mathematical relations, and finally the symbolic mathematical expression. This logical sequence not only ties the student’s math to real life, but helps improve the math ability itself. For example, it helps the student see that multiplication is simply a way to add quickly by grouping. In fact, you probably use word problems to help your student understand math already! Just one example. I had a student who was big into gymnastics. She was having a difficult time understanding percents. I gave her a series of word problems verbally that put percents into her realm. “Let’s say I’ll give you five dollars for every 100 back-handsprings you do. The first day you do 100. How much do I owe you?” “$5.” “Correct! The next day you do 200.” “$10.” “Great! Next day you’re tired, so you only do 50.” “Well that’s half of 100, so you owe me $2.50.” “The next day you get re-energized and do 250. How much?” “$12.50!” “That’s percents. I give you five for each 100 (5%), so when you do 250, you get 12.50. 12 1/2 is 5% of 250.” One big key to solving word problems is drawing a picture. I didn’t really learn that lesson until I took physics. We would draw what were called “free body diagrams” to understand what was going on in the physical world so we could apply math to figure out what would happen. But pictures help from the very beginning. Here’s an example. Stefan has twice as much money as Gordon. Ramone has twice as much as Stefan. figure Altogether they have $28. How much money does each of them have? 1 So if Gordon had one bill, Stefan would have two (twice as many): Gordon ? ?
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Now it is fairly clear that there are seven bills, and we just need to figure out how much each bill is worth. So how many times does seven go into 28? Four times. So they each have a $4 bill! For a younger student we might simply ask “If they each had a $1 bill, how much money would they have altogether? What if they each had a $2 bill?” And et cetera until we reach $28. I know that this looks all too simple, but you will be amazed at how drawing a picture clarifies a problem! Further, we can simply change the problem if the problem is not of interest to the student. If your boy would rather think about motorcycles than dollars, here’s the new problem. “Bill has twice as many motorcycles as John. Frank has twice as many motorcycles as Bill. Altogether they have 28 motorcycles. How many motorcycles does each of them have?” Believe it or not, simply making the objects of the problem into something interesting to the student will help them make the math more important. So don’t be afraid of word problems – we do them all the time! Have fun with them, draw pictures of them, but whatever you do, keep doing those word problems!
NOVEMBER IS
EPILEPSY AWARENESS MONTH Epilepsy is a medical condition that affects more than 3 million Americans. More than 42,000 East Tennesseeans have epilepsy. 1 in every 10 people will have a seizure sometime in their lifetime. Children are the largest group affected by epilepsy.
As owner and director at Mathnasium (a math learning center with locations in West Knoxville and Chattanooga (www.mathnasium.com/westknoxville) for the past five years, Mike has extensive experience teaching children and young adults the foundations of math concepts that are crucial to building their confidence figure 2 and engagement with math throughout life.
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For more information contact:
The Epilepsy Foundation of East Tennessee 1715 East Magnolia Ave. • Knoxville, TN 37917 865-522-4991 or 800-951-4991 • efeasttn.org
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Knoxville Parent • November 2013
ThankFALL
by Kensey Baker, teacher/naturalist at Great Smoky Mountains Institute at Tremont
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am thankful for the fall season in the Smokies. And, it’s not because of football season, pumpkin carving, or upcoming turkey dinners. I am thankful for fall because it’s a time when all life enters into a period of reflection and preparation for the coming months. Fall is the time of year when nature admits that it has reached its climax for the year and begins shutting down. During this process, the movement of energy from the canopy to the forest floor causes spectacular changes to occur in nature. The fall season is one of the most glorious times to behold in nature. The changing colors, the falling leaves and the sights, sounds and smells of the forest in the Smokies, excite me like I was a kid again. My appreciation for the Smoky Mountains has grown this particular fall. It is one of the four seasons I have not fully experienced since I lived for the last five years in the Northern Photo Rockies of Montana and Wyoming. by: Allan In my most recent move to the Smokies, I left behind another Barnett national park, Grand Teton. That part of our country, like Great Smoky Mountain National Park, is also a most treasured natural resource. Grand Teton, of course, has different natural draws for tourists who visit. Jackson Hole has averaged 456 inches of snow over the past five years, with 200 inches already this year. So if you love to ski, this is a well-known paradise. In fact, if you were to ask someone in Jackson Hole what he or she is thankful for during the month of October, the answer would most likely be “snow,” or “the coming of snow.” I am somewhat of a snow addict myself, and yet it is such a gift to finally be living somewhere with four distinct seasons. The Northern Rockies lack a true fall or spring; it is either really, really cold, melting, or warm. My thanks begin when I open my front door here at Tremont, walk outside, and look up into the changing tapestry of color transitioning above me. The cove hardwood forest I live in is a sensory overload of new sounds, smells and sights. The bustle of forest life draws me into all the minutia that is happening around me. I no longer hear the migrant symphony of songbirds, for they have left for warmer weather. But, the resident birds still trill very clearly as they prepare for winter. I no longer hear the buzz of insects. They have mated, laid eggs, and recycled their bodies into the system. But, I see bees so cold they can barely move, or the occasional moth or beetle finding a place to hide until next spring. This year, in the height of the leaf season, it became even quieter. Park visitors became a rare sighting during the government shutdown that closed the park. The forest unusually void of human noise was more open to the sounds of wildlife. Black bears could be seen more often, fattening up their bodies for the cold days ahead. Tomorrow morning, when the black-capped chickadee outside my window awakes me, I will get dressed and step outside. I will once again be stunned by the collage of fabulous colors from light green all the way to burnt orange and deep red. I will breathe in the cool slow smell of decomposition. I will hear the Middle Prong’s voice a bit clearer. I will feel a soft cool breeze against my skin, and know that the cold and snow will come in time. I will again awaken to what’s right in the world…and I will give thanks. Kensey Baker is a teacher and naturalist at the Great Smoky Mountains Institute at Tremont, which is located at 9275 Tremont Rd., Townsend,TN 37882. For more information about programs and events, visit GSMIT.org or call 865-448-6709.
Photo courtesy of GSMIT Archives
“During the government shutdown, we all realized how thankful we should be that these public lands exist from the Smokies to the Rockies and beyond.”
During this ‘season of thanks’ I am most grateful to the people who thought to preserve these parks for the enjoyment of generations to come. During the government shutdown, we all realized how thankful we should be that these public lands exist from the Smokies to the Rockies and beyond. We are blessed to live in a country where these kinds of resources are of national value. As parents and caregivers, these places await you and your family. This fall, grab your family, go someplace wild, and offer them a deeper appreciation for fall. Whether it’s the park or your own backyard, lie down against the earth, stare up at the magnificent colors, and take a deep breath before winter is here. There is no better medicine than that. “The dynamics of the fall of the year have the sweep of a great symphony or an epic poem. From the vast conflict of light and dark, the greater powers of night and quiet emerge.” (Christopher Hill)
22
Knoxville Parent • November 2013
How to Pay for College
Article and photo by Liz Stucke, President of Admissions Prep
O
“As the sixth child in my family to graduate from college, my graduation represented a great success for my parents.”
ne of my favorite college graduation pictures is of my father posing in front of Georgetown’s Gothic Healy Hall. He is smiling, the typical proud papa smile, but looking closely, you’ll notice that he holds his pockets outstretched to show that they are empty. As the sixth child in my family to graduate from college, my graduation represented a great success for my parents. Not only did their daughter earn a degree, but also they were thrilled to have made it through another round of college payments. I remember my father an “Expected Family Contribution” or EFC. For example saying, “Six down, one more to go.” if a family’s EFC is $20,000 and a college sticker price is At the time, we laughed, and I really didn’t think much $50,000, the family has a need for $30,000. Depending on about it. But flash forward thirty years and paying for the college, financial aid might cover this $30,000 need in college is no laughing matter. It is a top concern for families packages of federal and institutional grants, loans and workconsidering colleges. Families want to find a great college study. But not all colleges are equal. See my website, www. Rhodes College in Memphis, TN is known match for their child in terms of academics, location and AdmissionsPrep.net resources for colleges that claim to meet for generous merit scholarships. social dynamics, but they also need it to be affordable, a 100% of financial need. Typically the top tier schools with stretch maybe, but not an expense that will cause them to go large endowments are the schools that cover all financial need into large debt. and even some offer no-loan packages. It is also important to check each college’s So how can families pay for college? I outline briefly the main two options for financial aid application deadline as some Early Decision applications will require the financing a college education – Financial Aid and Merit Aid. CSS profile to be completed in November. Financial Aid Merit Aid An important part of paying for college comes in the form of financial aid. To qualify For many parents however, the Expected Family Contribution is quite a bit more than for aid, parents will need to complete the Free Application for Federal Student Aid, they can imagine paying. In these cases, Merit or Academic Aid will be critical in FAFSA, www.fafsa.ed.gov and the College Scholastic Service, CSS Profile www. helping pay for college. Merit aid is different from Financial Aid in that it is not based profileonline.collegeboard.com. After completing these applications, a family will be given on financial need. Instead it is based on academic achievements such as a student’s ACT, SAT scores, and GPA. While many complaints abound around the college rankings, we can thank them for increasing merit aid. Rankings consider a college’s selectivity, which is partially determined by ACT and SAT scores. Colleges want to attract higher scores to boost their rankings. Therefore colleges attract students with high scores (or in some cases just a little higher than the school’s average), who might otherwise choose to go to a higher ranked school. For example, consider a student who gains admission to Princeton University. If her family does not qualify for any financial aid, they will be on the hook for the entire tuition. But if this same student is accepted to Denison in Ohio, her family still wouldn’t qualify for financial aid, but Denison would likely offer her a substantial merit aid scholarship to attract her high test scores and GPA. A number of schools are gaining reputations for offering high levels of merit aid such as Dickinson in PA or Rhodes in Memphis, TN. Check my website, www. AdmissionsPrep.net Resources for a list of colleges that award merit aid to the highest percentage of students. Private Scholarships The only private scholarships I recommend families spend time pursuing are local scholarships, often linked to a high school or local business. In addition to your high school counselors, the East TN Foundation at easttennesseefoundation.org is a resource of private scholarship information. Watch out for Scholarship scams. You should never have to pay to apply for scholarships! Recently, when I asked my father how he and my mom managed to pay for all of our tuition, he replied, “We got to know each of your college’s financial aid officers personally. I think I drove them crazy with questions about the best way to fill out the applications and manage paying for seven children.” There you have it, when in doubt, call up the colleges and ask. Liz Stucke, President of Admissions Prep (www.AdmissionsPrep. net) counsels students through the College Selection and Application process. Email questions or set up a free consultation: Liz@AdmissionsPrep.net or call/text 865-951-0639.
“A Trip to See the Stars”
The Robert Douglas Spedden Story
Robert Douglas Spedden was born in New York City on November 19, 1905, the only child of Frederic and Daisy Spedden. His parents were each heirs to large fortunes so it was easy for them to indulge in their favorite pastime…world travel.
Robert was the apple of his globetrotting parents eyes, and they took him everywhere. They had just completed a European holiday and were on their way back to New York when they boarded Titanic in Cherbourg, France. Traveling with them were Mrs. Spedden’s personal maid, Helen Wilson, and Robert’s beloved nanny, Elizabeth ”Muddie Boons” Burns.
Master Robert had seen a lot in his short lifetime…the pyramids of Egypt, the Eiffel Tower, the Roman coliseum, but nothing could compare to the RMS Titanic. She was a colossus beyond compare. For four days Robert explored, played and poked around the ship, always under the watchful eyes of his parents. A now famous photograph captured one of his playful moments spinning a top on a First Class deck. (Look for this photograph on your Titanic tour.) The Speddens were nodding off when Titanic struck the berg and came to a full stop. They had made enough Atlantic crossings to know something was seriously wrong - on deck they knew for sure. To calm little Robert, “Muddie Boons” told him that they were going on a special lifeboat trip to see the stars. Drowsy and unaware of the danger, he went to sleep clutching a toy teddy bear. About five hours later he was awakened, placed in feed bag and hauled up the side of the rescue ship, Carpathia. All five of the Spedden group miraculously survived.
One year after the sinking, Daisy wrote and illustrated a storybook that she gave to Robert for Christmas. My Story was told through the eyes of a toy bear named Polar, and it describes the European travels, the sinking of Titanic and the subsequent rescue. (This classic children’s book is available in Titanic Gift Shops.) His story lives on at the Titanic Museum Attractions …one of many that will find their way into your on heart on your next visit.
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