Knoxville Parent - October 2013 by Knoxville Parent

October 2013

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Educating the Whole Child Staying After-School At Pond Gap “Pond Gap has the answer: provide needed support with daily activities, teach engaging skills after-school, and show students and parents that “school” is a way of life.”

October 2013 Volume II • Issue 10 Michael Kull and Eva Nations, Publishers Advisory Board

Contributing Writers

Sr. Mary Marta Abbott, RSM The Diocese of Knoxville

Rachel Brown Darci Hodge James McIntyre, Ph.D. Tracey Matthews Erin Nguyen Chris O’Hearn Mike O’Hern Marek Pienkowski, M.D., Ph.D. Premier Martial Arts Zac Schnell Kathryn Rea Smith, Ph.D. Michael K. Smith, Ph.D. John Frederick Wolfe, M.D.

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 Liza Zenni The Arts and Culture Alliance of Greater Knoxville

Contributing Photographers John DiDiego East Tennessee Children’s Hospital Knoxville Opera Michael Kull Joan Marcus John Rakes Distribution Adam Kalwas

Parent publications are GREAT places to advertise! For more information, please call: (865) 622-9680. Contact Info: Phone: 865.622.9680 Fax: 888.457.9602 E-mail: KnoxvilleParent@gmail.com KnoxvilleParent.com Knoxville Parent is published twelve times a year and is distributed throughout the city of Knoxville and surrounding communities. Knoxville Parent is available free of charge, limited to one copy per reader. No person without written permission from the publishers may take more than one copy per monthly issue. Knoxville Parent may be distributed only by authorized distributors.

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.

PAGE 5

New Hope for Peanut Allergy Sufferers “[Studies] in the field of clinical immunology...have shown that patients who are allergic to peanuts can be effectively desensitized to the peanut allergens.”

PAGE 11

Discovering Their Prestige “Every kid also has their ‘prestige’ moment. This is where the effect of the illusion is produced. It’s in the final effect of revealing what the tree is.”

PAGE 19

Knoxville Parent Magazine is a publication dedicated to building stronger families and a better future for our community. Call us now to become part of our family!

Contents 4

A letter from the publishers

13 Disability is not inability

Staying after-school at Pond Gap

15 Digging Deeper to Reach Any Goal

A message from Dr. Jim McIntyre

16 Kick or Treat: Tips for Halloween safety

How to Support Your Child’s Learning Styles and Stimulate Learning At Home

17 Broadway at the Tennessee Preview: Elf the

Mathing with your Child

19 Discovering their Prestige

Ten terrific books: Learning to do the right thing

20 The God Box

New Hope for Peanut Allergy Sufferers

22 The Art of Education

Protecting your child from the flu

Musical

ON THE COVER:

The 10U Mets baseball teammates get a pre-game pep talk by local dad and coach Clay Long. Photo by: Michael Kull

Advertise with Knoxville Parent Become part of the Knoxville Parent family! Our readers, writers and advertisers all share the same purpose: To help make Knox County the best place to live and raise your family! Call (865) 622-9680 today!

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Visit us at KnoxvilleParent.com 3

Knoxville Parent • October 2013

A message from the Publishers by Eva Nations and Michael Kull

Dear Readers, Knoxville Parent Magazine’s October theme is about educating the whole child. Education isn’t just about what you learn in school. As this month’s cover image shows, children can learn important lessons from even a simple pre-game pep talk. Whether the lessons come from a ball park or a room filled with the latest technology (computers, iPads, smart phones), they all serve to increase knowledge, build character and prepare children to thrive in the world. Our community’s schools are working diligently every day to provide an excellent education for every child, and as parents and caregivers, it is our responsibility to do our part outside of the classroom. The articles in this issue can be a great way to help support you in this role. We invite you to share with us and the parenting community your thoughts and ideas about educating the whole child! Yours truly, Eva and Michael

Marek M. Pienkowski M.D., Ph.D.

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Knoxville Parent • October 2013

by Michael K. Smith, Ph.D.

Staying After-School at Pond Gap

hen school was out at Pond Gaps in the 60s, I went home to watch television. My folks were often still working, so I grabbed a snack in time for the start of the Early Show, a program that showed mostly reruns of old Tarzan movies. I sat for hours by myself not wanting to miss prime time shows like Andy Griffith or the Beverly Hillbillies. If I were attending Pond Gap Elementary today, however, my childhood would be different. I would be able to stay at school and participate in a wide range of fun, creative activities, take field trips to local events, and even have dinner. Bob Kronick had this vision of a full-service community school in the late 1990s. A professor of educational activities, teach engaging skills after-school, and show psychology at UT, Bob was researching how to improve A Pond Gap student practices interviewing students and parents that “school” is a way of life. academic achievement in Title 1 schools, those schools skills with his classmates during a music and On a recent visit to Pond Gap, I sat in the office whose student body comes from less advantaged performance class led by Ronda Mostella. waiting to interview Susan Espiritu. Back in the 60s, backgrounds and often includes children of immigrant I was sent to the principal’s office often, for engaging families. He later encountered the university-assisted community school movement in disruptive behaviors. My only after-school memories were of detention. As I and convinced James McIntyre, then the incoming superintendent of Knox looked at young students in the hallways switching classes, I thought of all the County schools, to let him design a program for use in local schools. In 2010, Susan opportunities that awaited them and felt sad at the experiences that I probably Esperitu, the principal at Pond Gap, joined forces with Bob and Pond Gap became missed. As the principal asked me to come observe the special programs, however, I a national model for delivery of a wide range of after-school services. This model knew this time I would not mind staying after-school. receives generous support from several sources, including local philanthropist Randy Boyd, United Way, and the Boys and Girls Club. Just how comprehensive are these after-school services? Mark Benson currently coordinates the myriad of offerings. He notes that students receive extra help with academic subjects such as reading and mathematics. Students can also take lessons in art and music year round. Problem solving and team building skills are taught through such activities as science night, cooking classes, and the stilt-walking club. Medical and eye exams are provided on site as well as washers and dryers. Counseling services are available to help students with difficult issues such as the loss of a loved one. After dinner is served at 6:30, parents can even attend special classes such as those that prepare for the GED, teach Spanish or Mandarin, or teach English as a second language. Pond Gap has become a model for how to integrate academic instruction with community services that builds student confidence, takes certain burdens off overworked parents, and leads to a reduction of student problems, such as tardiness, absences, and behavioral referrals. Nationally, schools are implementing Common Core standards that elevate the bar of acceptable academic performance. For these standards to work with certain After-school Coordinator Mark Benson populations, Pond Gap has the answer: observes as Blaine Sample teaches provide needed support with daily

“Pond Gap has the answer: provide needed support with daily activities, teach engaging skills after-school, and show students and parents that ‘school’ is a way of life.”

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Knoxville Parent • October 2013

Dear Knox County Schools’ Families

e are well into our school year, and as I continue to visit classrooms and solicit teacher feedback, I see creative and engaging instruction, growth of personalized learning environments and full implementation of Common Core State Standards. This process also reminds me of an important aspect of education: To educate the whole child, instruction in the classroom must be supported and reinforced in communities and at home. The Knox County Schools has numerous services that can help parents and caregivers provide a supportive learning environment at home. Visit our web site at knoxschools.org and click on “Parents” for more information. Also, please make note of our annual Parent Conference on October 12, 8:00 a.m.-3:30 p.m., at Central High School, which is located at 5321 Jacksboro Pike. This year the parent conference will be combined with the Knox County Schools Transition Fair for parents of students with disabilities. The event is free of charge, and child care for ages 3-11 is provided by Shades of Development at no cost with advance registration. Registration ends on October 7, so register today at engagement.knoxschools.org. Special thanks to Knoxville Parent magazine for their sponsorship and support of this year’s event. In the spirit of educating the whole child, the Parent Conference and Transition Fair will offer parents and caregivers information on many aspects of parenting and supporting their students at home. Workshop presenters will share information on topics including these: • Building good study habits • Helping students with homework • Preparing for kindergarten and college • Understanding social media • Identifying bullying • Helping struggling learners at home • Finding community resources • Managing difficulties

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• Preparing for Individual Education Program meetings • Creating a meaningful life • Understanding special needs trusts and conservatorship • And many more topics. Additionally, the keynote address, Resilience: How to Give Kids this Key to Success, will be presented by respected family physician and childcare advocate, Deborah Gilboa, M.D., and a general session will provide parents with easy-tounderstand information about the Common Core State Standards. New this year at the conference is a Parent Help Desk area. In the library at Central High School, experts from various specialties at the Knox County Schools will be available for face-to-face interaction with parents. They will be ready to discuss topics including middle and high school transitions; advanced and dual enrollment classes; identifying learning disabilities; finding scholarships; navigating technology in the Knox County Schools; and more. I believe this addition to the Parent Conference and Transition Fair will help parents overcome any barriers to student learning and success. We work diligently every day to provide an excellent education for every child, and we want to encourage parents and other members of the community to provide input into our strategic planning process for the next five years. Through October, we will reach out to our students, parents, teachers and other stakeholders to ask what’s good; what’s not; and what’s next? We want to learn how you believe the schools performed during the past five years, where you see challenges and what the Knox County Schools should focus on for the next five years to reach excellence for every child. Strategic Planning Meetings, called Insight Sessions, are scheduled for the following times and places, and child care will be provided. I invite you to attend and provide your insight: • October 3 – 6 p.m. at South-Doyle Middle School (3900 Decatur Road) • October 7 – 6 p.m. at Carter Middle School (204 North Carter School Road) • October 15 – 6 p.m. at Farragut High School (11237 Kingston Pike) • October 21 – 6 p.m. at Karns High School (2710 Byington-Solway Road) • October 24 – 6 p.m. at Halls Elementary (7502 Andersonville Pike) • October 29 – 6 p.m. at Austin-East Magnet High School (2800 Martin L. King, Jr. Avenue) Additionally, to follow the progress of the strategic planning process, “follow” on Twitter at @knoxschools2020, and stay updated by visiting knoxschools2020.org. You also can e-mail your input to knoxschools2020@knoxschools.org. Educating the whole child is a complex process but one that, with perseverance and purpose, brings powerful results. As always, thank you for your support of our students, teachers and principals. With your help, we can achieve our very ambitious goal of Excellence for All Children. Sincerely,

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Knoxville Parent • October 2013

How to Support Your Child’s Learning Styles and Stimulate Learning At Home By Tracey Matthews, Supervisor, Knox County Schools Family and Community Engagement Mary Frances Street, Knox County Schools Family and Community Engagement, University of Tennessee Student Intern

hildren learn in different ways, and frustration can occur when the right learning style is not accommodated. Learning styles can include auditory, visual and kinesthetic learning, as well as others. Here are a few ways to create a supportive environment at home to encourage your child’s learning style and help develop his knowledge to the fullest:

Auditory Learning Style Auditory learners learn best when they hear information. In the classroom, they respond to lectures, as well as classroom and small group discussions. Ways you can help your auditory learner at home include these: • Allow your child to have group study sessions at your home. • Invest in audio books/textbooks for use at home. • Make sure your child’s study area is free of noisy distractions, such as the television. This often times distracts auditory learners while they study. • Help your child create musical jingles or songs to aid in remembering information. • Invest in a tape recorder for your child to record and play back lectures from the classroom. • Verbally quiz your child before a quiz or test. • Discuss at the dinner table what your child is learning. • Have your child read his or her school report or homework aloud to you. This way she can catch grammar or spelling mistakes. • When reading aloud with your child, make sure to use dramatic and varied voices. This way, your child will be more likely to remember the story’s plot. • Have your child talk to himself or herself during a process, such as a math problem or a project. Visual Learning Style Visual learners remember information best when they see it. Information presented on black/white boards, in diagrams, graphs and/or charts is best. Ways you can help your visual learner at home include these: • Make flash cards, diagrams and drawings to help with studying. • Use movies to help with topics such as history or English. • Find books that have pictures, maps, diagrams, etc. that enhance the lessons your child is learning in school. • Make sure your child has plenty of highlighters and different colored pens, so she can take notes in an organized and memorable way. • Have your child outline what he or she has read for upcoming exams. Kinesthetic/Tactile Learning Style Kinesthetic learners remember information best through hands-on experiences. These learners enjoy interactive lessons and tools used during class time. You can help your tactile learner in these ways: • Provide blocks, jellybeans or playing cards to compute math problems. • Use magnetic letters or alphabet cereal to spell words. • Go on nature hikes or create a nature scavenger hunt to “experience” science concepts.

• • • • • •

Have your child act out scenes from history or literature. Create a collage or diorama to promote creativity and learning. Have modeling clay that your child can form and manipulate. He or she can build models of DNA or scientific processes in order to learn them better. Utilize fun, educational computer games that provide interactive learning. Such games include the “Carmen Sandiego” series for younger children and “FutureU” for teenagers prepping for the SAT. Encourage several short blocks of studying rather than one long period. Encourage your child to move around or manipulate an object in his or her hand when reading or learning.

Other learning styles include these: Logical/Mathematical Logical learners have a “scientific approach” to learning. They work through problems systematically and recognize patterns within information easily. Social/Interpersonal Social learners learn best when working with other people. They enjoy group discussions and may prefer to spend one-on-one time with a teacher or professor. Solitary/Intrapersonal Solitary learners prefer to work by themselves and engage in self-study. These learners generally only utilize others to clarify information. Many children and adults use a combination of at least three of these learning styles; however, they usually have a strong inclination for one. It is important for students and parents to understand learning styles to create better learning environments for success. It is also important for students to practice other learning styles, so they will be able to utilize different ways of learning in different situations.

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Knoxville Parent • October 2013

Mathing with Your Child

By Mike O’Hern, Center Director of Mathnasium of West Knoxville

veryone knows that reading to the young child is crucial to their educational development. But have you ever thought about mathing with your child? Try it! At bedtime, just before or just after reading, give them a mental math exercise. My bet is that they will see it as a fun exercise once they see how they can show off their math prowess for you! And you know that once you start with your oldest child their younger sibling will want an exercise, too! This kind of mathing with your child will make math easier and develop numerical fluency that will serve them well throughout not only school, but life. And you don’t have to be a math teacher to help your child get off on the right foot. Here are some strategies that can be started as early as kindergarten, and can be extended all the way through elementary school. In fact, these are appropriate for any person of any age who needs help with basic mathematics concepts and skills. The trick is to do these both orally and visually, with little or no writing. Pictures can be used as visual aids, and real-world objects (coins, blocks, buttons, etc.) can be used as well. Counting By using this kind of counting practice your child will develop strong addition skills and the painless development of the Times Tables. When we say “counting,” we mean to learn to count from any number, to any number, by any number. Do it both forward and backward. Count by 1s starting at 0 (0, 1, 2, 3…), then starting at any number (27, 28, 29…). Count by 2s starting at 0 (0, 2, 4, 6…), then starting at 1 (1, 3, 5, 7…), then starting at any number (33, 35, 37…). Count by 10s starting at 0 (0, 10, 20…), then starting at 5 (5, 15, 25…), then starting at any number (37, 47, 57…). Count by 3s, 4s, 5s, 6s, 7s, 8s, 9s, 11s, 12s, 20s, 25s, 50s, 75s, 100s, and 150s starting at 0. Count by 1/2s starting at 0 (0, 1/2, 1, 11/2, 2…), then by 1/4s starting at 0 (0, 1/4, 1 /2, 3/4, 1, 11/4 …), then by 3/4s starting at 0 (0, 3/4, 11/2, 21/4, 3…). Don’t think of these last counting exercises as “fractions!” Everyone is scared of fractions! Use cookies or crackers or something your child will love to devour once the counting is done. Break them in half and start counting them up, putting halves together as you go to see that 1/2 + 1/2 = 1, then 1 + 1/2 = “one and one half.” 11/2 + 1/2 = 2, etc. Grouping To expand children’s thinking processes and help them “see” groups, ask questions like: “7 and how much more make 10?” “70 and how much more make 100?” “700 and how much more make 1,000?” “10 and how much more make 15?” “10 and how much more make 18?” “10 and how much more make 25?” “17 and how much more make 20?” “87 and how much more make 100?” “667 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 and engagement with math throughout life.

“...mathing with your child will make math easier and develop numerical fluency that will serve them well throughout not only school, but life.” and how much more make 1,000?” “How far is it from 6 to 10?” “How far is it from 89 to 100?” “How far is it from 678 to 1,000?” “How many 10s are there in 70? ...100? ...200? ...340?

...500? ...1,000? ...10,000? ...1,000,000? ...a quadrillion (there are 15 zeros)?” “How many 4–person teams can you make out of 12 kids? ...20 kids?...100 kids?...50 kids?” “How much is 5, four times? ...ten times? ...a hundred times? ...a thousand times?” Notice the varied way to put the question: “7 and how much more make 10?” is the same as “how far is it from 7 to 10?” This will really help when it comes to subtraction as well. “How far is it from 20 down to 17?” If you are deliberate about doing these exercises on a regular basis, the numerical fluency that calculators are draining from our children will be achieved, and your student will have a strong foundation for what comes next!

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Knoxville Parent • October 2013

Ten Terrific Books: Learning to Do the Right Thing Compiled by Erin Nguyen

Children’s Department, Knox County Public Library

Peace, Baby! by Linda Ashman PreK-2nd Life’s not fair, and we all get frustrated sometimes, but instead of taking our anger out on those around us, it’s best to learn how to find peace within.

Betty Bunny Didn’t Do It by Michael B. Kaplan PreK-2nd When young rabbit Betty Bunny breaks a lamp and blames it on the Tooth Fairy, her family helps her learn about the importance of honesty.

Giant Steps to Change the World by Spike Lee & Tonya Lewis Lee 1st-4th In this picture book, the authors discuss heroic historical figures and show young readers how to be like them by standing up for what you believe.

Third Grade Angels by Jerry Spinelli 2nd-4th When his teacher encourages her class to live up to their third grade “angels” nickname, George “Suds” Morton learns that it’s not always easy to be a perfect angel, no matter how hard you try.

E Is for Ethics by Ian James Corlett PreK-5th Father and children’s television writer Corlett presents 26 stories containing ethical dilemmas for families to read and discuss together.

Lucy the Good by Marianne Musgrove 1st-3rd Lucy thinks she’s a good kid, but after a visit from her great-aunt, a series of misunderstandings, and a few temper tantrums, Lucy starts to suspect she may not be so good after all.

Wonkenstein by Obert Skye 3rd-6th After a strange half-Willy Wonka, half-Frankenstein’s monster creature emerges from middle schooler Rob’s very messy closet, Rob is only able to make the situation better when he learns to be honest with his family and friends about what’s going on and take responsibility for his actions in this funny adventure.

For library information in your area visit: www.knoxlib.org/

Gimme a Call by Sarah Mlynowksi 7th-10th When high school senior Devi drops her cell phone in a fountain, she discovers that the only person she can call is her freshman self, giving her a chance to fix all the mistakes she’s made in high school until she finds out that maybe meddling with the past isn’t such a good idea.

Is It Still Cheating if I Don’t Get Caught? by Bruce Weinstein, PhD 8th-12th The author, known as “The Ethics Guy”, presents practical advice and real examples to teens on how to do the right thing in any situation, no matter how challenging, using five basic life principles.

All the Right Stuff by Walter Dean Myers 9th-12th When Harlem teenager Paul spends the summer working in a soup kitchen and mentoring a teen mother, he learns what it means to be a part of and give back to your community.

Knoxville Parent • October 2013

New Hope for Peanut Allergy Sufferers by Marek M. Pienkowski, M.D., Ph.D.

evere reactions to peanuts are increasing in frequency and now affect over 1% of the general public. The onset of these reactions happens in early childhood, as early as 12 months or younger, and reactions tend to get progressively worse. Unfortunately, for the majority of individuals, the reactivities to peanuts continue to persist through their life. Over three quarters of individuals with peanut reactions have them because of inadvertent exposure to peanuts, emphasizing great difficulties to just stay on a peanut-free diet. Recently, there was a tragic event in California where a 13-year-old daughter of a physician died in his arms because of a peanut allergy anaphylactic reaction, despite all treatment. This, of course, has brought a great deal of attention to the issue of peanut allergies and the dangers and that the current management measures may not always prove effective. Children or adults with a history of laryngeal swelling, hives and loss of consciousness (anaphylaxis) to peanuts, are advised to carry with them at all times an Epi pen® or some other form of injectable epinephrine to use in case of reaction. This young lady in California died despite the use of her epinephrine. Several years ago, there was an unfortunate death of a young lady in Tennessee due to accidental ingestion of a peanut, resulting in anaphylaxis. This resulted in significant legislative efforts to regulate the management of foods in school settings, called the “Food Allergy Action Plan.” This plan would outline that in the case of reactions like swelling of the throat, shortness of breath, coughing, hives and dizziness, the child should receive epinephrine, Benadryl®, etc. However, we are learning that these measures may not always be sufficient to protect children in the case of severe reactions, like the heartbreaking example of the young 13-year-old in California. It is important to recognize that severe anaphylaxis to peanuts can occur with only a trace amount of exposure to the peanut allergens. Therefore, this doesn’t just happen when the child eats a bag of peanuts, but rather enough from one simple bite of something that contains trace amounts of peanut allergens. Furthermore, peanut allergens are relatively resistant to heat processing, so some people may react even to a well-cooked product with trace amount of peanut allergens, and possibly even peanut oil. What is even more shocking to learn is that in recent studies, it was shown that patients allergic to peanuts developed allergic reactions after being transfused with the blood of someone who had recently eaten peanuts. There are certain factors which predispose an individual for a severe anaphylactic reaction, which include asthma or other concomitant allergies, as well as the use of certain medications like beta blockers and ace inhibitors (generally used for the treatment of high blood pressure or even migraine headaches in children). Fortunately, there has been recent progress in the field of clinical immunology, both in the United States and in Europe. It has been shown that patients who are allergic to peanuts can be effectively desensitized to the peanut allergens. Desensitization to peanuts is not the same as immunization. It does not create permanent and total protection from the peanut allergens. The allergic individual would have to, after desensitization, take the equivalent of one-half a peanut a day (in the form of a capsule) to continue to be desensitized. Those Marek M. Pienkowski, M.D., Ph.D. was educated in clinical immunology at Johns Hopkins School of Medicine in Baltimore and internal medicine at Henry Ford Hospital in Detroit. Dr. Pienkowski has been serving patients in East Tennessee with allergies, asthma and immunological disorders for nearly 30 years through Allergic Diseases, Asthma & Immunology Clinic, P.C.. Active both in biomedical research and academia, he has published more than sixty scientific papers as well as two books.

“...in the field of clinical immunology... it has been shown that patients who are allergic to peanuts can be effectively desensitized to the peanut allergens.” individuals would not be able to “overdo it” on peanuts, meaning they will never be able to enjoy eating a large bag of peanuts. However, incidental intake of peanut or peanut traces is highly unlikely to ever cause anaphylactic reaction for them. This desensitization process takes approximately four to six hours and can only be performed by specialized physicians in the field of allergy and immunology. The desensitization process should not be considered for the patient with just an average reaction to peanuts, but only for those with a history of severe reactions who, for a variety of reasons, cannot avoid incidental exposure to these allergens. This risk is especially high in children who may be developmentally disabled or others who, because of their profession, may come in contact with traces of peanut allergens. We have learned, unfortunately, through the tragic example of the young girl in California, that children with a history of severe anaphylaxis to peanuts should seriously be considered for this desensitization process, as it could save their life.

A bird in the hand is worth two in the books

It’s hard to ignore lessons on nature when you’re holding it in the palm of your hand. Parents, have your kids ever spent 3-5 days living and learning in the best outdoor classroom -- Great Smoky Mountains National Park? Ask their teachers how your students can experience hands-on environmental education that will impact their lives for years to come.

www.gsmit.org/parent.html (865) 448-6709 @GSMITremont

Knoxville Parent • October 2013

Protecting Your Child from the Flu by Darci Hodge, ETCH Director of Infection Control

hildren have a higher risk of getting the flu because their immune systems are still developing. This risk is even greater in children with long-term health problems, like asthma and diabetes, and children age 2 and younger. This is why your child should get the flu vaccine as soon as it is available. In the U.S., about 20,000 children younger than the age of 5 require hospital care each year for flu-related problems. The Centers for Disease and Prevention reported 34 deaths of children during the 2011-2012 flu season. The flu is a respiratory illness that can spread through the upper and lower respiratory tract. It is caused by a virus and can spread quickly. The flu can appear in late September or early October and continue through spring. It is also common to see cases during the summer months. Its symptoms include: • C oughing • Headache • High fever for several days

• Fatigue • Chest soreness • Overall weakness

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etting your child vaccinated is the best protection G from the flu. Everyone 6 months of age and older should get the flu vaccine as soon as it becomes available—especially children between 6 months and 5 years and those with chronic health conditions. Children younger than 6 months can’t receive the vaccine. But they can have some protection if the adults and older children in the family get the flu vaccine. Your child can get the vaccine by: • A needle if age 6 months and older • Nasal mist if 2 years and older (The mist is not advised for children with certain medical conditions.) Other ways of protecting your child against the flu are: • Washing your hands with soap and water: • After using the bathroom. • Before eating. • After sharing another child’s toys. • Staying away from people who are sick. • Preventing the spread of germs by not touching your mouth, eyes and nose. • Covering your coughs and sneezes with a tissue. Throw the tissue away after using it. If your child shows signs of the flu, including a high fever and/or a cough: • Give your child plenty of liquids. • Make sure your child gets enough rest. • Talk to your primary care physician or pediatrician about medication that might help them recover from the flu quicker. Go to your doctor or get emergency help as soon as possible if your child (no matter what the age) has any of the following warning signs: • Has a bluish or grey skin color. • Is not waking up or talking. • Has severe or constant vomiting. • Is breathing fast or having trouble breathing. • Is not drinking enough fluids or not going to the bathroom. • Is cranky and does not want to be held. • Gets better, but the signs get worse again. At Children’s Hospital, we know keeping your children healthy is your main concern. However, should your child become ill, our Emergency Department is open 24/7, 365 days a year. Not only can you be certain your child will be given the best pediatric treatment available, but find comfort in knowing it will happen in a safe, child-friendly place by medical staff specially trained to care for children. Darci Hodge is the Director of Infection Control at East Tennessee Children’s Hospital. Visit www.etch.com for more information.

Knoxville Parent • October 2013

Suffering Is Optional

Disability doesn’t mean inability by John Frederick Wolfe, M.D.

isability is not inability. It is true that children and youth with chronic juvenile inflammatory types of arthritis have disabilities. Other chronic diseases also have disabilities. This means that a child is not able to run as fast, throw a ball as well, dance as well as children who have no disabilities. However, just because it is difficult to do many activities like riding, running, jumping, throwing and playing, it does not mean that these cannot be done. They can be accomplished, and the disabilities can be overcome. The goal of education by the physician, by the therapist, by the parent and by the teacher is to help these students, these children, these young people to understand that they can overcome and manage disabilities. The “Even with severe arthritis, child also needs to teach the teachers and parents and therapists and physicians that they can do Renoir learned to paint things if they are given the proper education and with a paintbrush tied to tools to do them. Even with severe arthritis, Renoir learned to his hands.” paint with a paintbrush tied to his hands. His art remains a resounding NO to the question of “Does rheumatoid arthritis cause inability?” Mr. Jacuzzi’s father was an Italian immigrant plumber who invented a tub with bubbling water for the treatment of his son with juvenile rheumatoid disease. His son, who did not have the benefit of modern medicines, turned his disability into an ability to write software programs for disabled young people. Our job is to educate parents to stop and listen, to be honest and help children learn ways to address problems. It is the job of the physician and the therapist as well as the child to help the teachers understand that many of these disabilities can be overcome and are not inabilities. The community of parents, teachers and physicians and therapists all work together to teach young people and each other that they can do much of what they want to do by thinking outside the box and addressing disabilities with the same kind of enthusiasm that Renoir or Jacuzzi approached their disabilities. This may mean, for example, teaching the child who wishes to become competitive in sports that football is not the best way but that swimming is good. Making available the facilities and training for swimming which is a non-impact activity on the joints will be just as rewarding as jumping up and down playing basketball or football. It may mean teaching children that dictating a story through a computer program is just as responsible and just as intelligent as writing it out. It may mean making clothes with Velcro that lies behind buttons that look normal, so that children can dress themselves independently and be normal. Diseases and disabilities may persist. But while we cannot cure diseases, we can treat and decrease their effects. While the disabilities may not go away, we can work around many. It is adapting our attitudes and our lives to the concept that disabled is not unable. Dr. John Frederick Wolfe, a North Carolina native, received his undergraduate degree from Duke University in Durham, North Carolina, and graduated with an MD degree from the University of North Carolina at Chapel Hill. His internship and residency was in Internal Medicine at the University of Missouri in Columbia, as was his fellowship in Rheumatology. He was on the faculty of the University of Missouri until he and Dr. Donna M. Winn founded the practice of Rheumatology Consultants, PLLC in 1979. He is board certified in Internal Medicine and Rheumatology.

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Knoxville Parent • October 2013

Digging Deeper to Reach Any Goal by Chris O’Hearn, Certified Personal Trainer

ur mistakes are influencing our children’s mistakes. Let’s face it. Kids see what we do no matter how well we think we’re hiding it. They are more observant than we give them credit for, and they are learning more through what we do rather than what we say. Think about it. If your boss tells you how you need to act but then goes and does something totally opposite, do you respect him as much? So, when kids see us struggle with our goals, they will either see that not everything in life is easy, and things that are worthwhile can be difficult, or they will see that if things get hard it’s ok to give up. How Persistent Are You? Persistence is a beautiful attribute that will do wonders in our lives, but in this world of instant gratification, it can be hard to stick to our goals. We are told that if we want to lose weight, to reduce stress, or to find happiness, all we have to do is take a pill. You are the billboard for your children, and when your kids see that you are unhappy and that you think life is unfair, they will learn to believe that. When your kids see that you are unhealthy, overweight and don’t take care of yourself, they will think that is ok. When your kids see that you don’t manage money well and spend it foolishly, they will learn that it’s ok to do that as well. This is not to make you feel bad or say you should watch everything you do with a magnifying glass, but just to remind you that reaching your goals is not only healthy for you, but for your children as well. The beautiful thing about working towards a goal is that our success is in our hands. It is easier to use self-pity or play the blame and victim game. We can say the reason I didn’t get that raise is because my boss is holding me back. The reason I didn’t lose that weight is because I was cursed with bad genes, or whatever excuse we can use to take the responsibility out of our hands. It’s funny, but if our kids came to us and said, “I didn’t get good grades, because my teachers hate me,” we might help them to see that their perception isn’t true to what is really going on. The same goes for us. Are we taking control of the situation and making the most of it, or are we just surviving and getting by letting the situation control us? There really is only one thing that we have control of in our lives, and that is the notion that everything we experience

“The beautiful thing about working towards a goal is that our success is in our hands.” provides a choice--to accept things as they are or to create it how we would like it to be. Getting to the Root of the Matter When we decide to experience things differently and create our life how we want it to be, the next step in reaching our goals is about getting to the root of why we want something. When we can find the emotional connection to why we want what we want, we will find more staying and motivation power to follow through with our goals. Let’s take a look at weight loss for instance. I hear many people talking about fitting into their summer swimsuit. And while that is a good goal for them, I try to help my clients delve deeper into the why they want that “thing.” The deeper root of that goal is not that people just want to reduce body fat, but they want to feel better about themselves, or they want to have more energy to not be as tired at work or to be able to play with their kids. The deeper we get into our “whys” the more our mind will help us to find ways to stick with our goals. When we stick to our goals, when we ask questions to get us to the deeper root of why we want that goal, and when we go towards any situation with a great outlook, no matter the obstacles, then we will be more successful in our endeavors. Your kids are learning more through what you are showing them not what you are telling them. Be the example and you will be doing two things at once: reaching your goals and helping your children see how to reach theirs. Chris O’Hearn is the owner and founder of Strong Within--a life, wellness, and career coaching company. He is a certified personal trainer through the National Academy of Sports Medicine where he trains at Fort Sanders Health and Fitness Center. He is a certified Spinning instructor through Maddog Spinning. He was a featured wellness coach on MTV’s I Used To Be Fat produced by the same company as the NBC’s hit show The Biggest Loser. Chris went to Knoxville Catholic High school, and even when he lived elsewhere he always called Knoxville home.

Knoxville Parent • October 2013

Elf The Musical

One of the most beloved Hollywood holiday hits of the past decade is born again – live on stage!

Matt Kopec (Buddy), Kate Hennies (Jovie) and the cast of “Elf The Musical.” Photo by Joan Marcus

LF is the hilarious tale of Buddy, a young orphan child who mistakenly crawls into Santa’s bag of gifts and is transported back to the North Pole. Unaware that he is actually human, Buddy’s enormous size and poor toy-making abilities cause him to face the truth. With Santa’s permission, Buddy embarks on a journey to New York City to find his birth father, discover his true identity, and help New York remember the true meaning of Christmas. This modern day Christmas classic is sure to make everyone embrace their inner ELF. The New York Times says that ELF is “SPLASHY, PEPPY, SUGARSPRINKLED HOLIDAY ENTERTAINMENT!” USA Today calls ELF, “ENDEARINGLY GOOFY!” Variety proclaims, “ELF is happy enough for families, savvy enough for city kids and plenty smart for adults!”

Based on the beloved 2003 New Line Cinema hit, ELF features songs by Tony Award nominees Matthew Sklar and Chad Beguelin (The Wedding Singer), with a book by Tony Award winners Thomas Meehan (Annie, The Producers, Hairspray) and Bob Martin (The Drowsy Chaperone). Matt Kopec (Buddy) and the cast of “Elf The Musical.” Photo by Joan Marcus

ELF THE MUSICAL part of the Broadway at the Tennessee 2013-2014 season Tennessee Theatre November 16 • 2PM & 7:30PM November 17 • 1PM & 6:30PM Tickets on sale now at all Knoxville Tickets outlets, the Tennessee Theatre box office, 865-656-4444, and at tennesseetheatre.com

“The Unsinkable Molly Brown” The Margaret ‘Molly’ Tobin Brown Story

Perhaps the most recognizable name in Titanic lore is Margaret “Molly” Brown. Born to poor Irish parents in Hannibal, Missouri, her humble beginnings would not keep this naturally brave, intelligent and determined woman from making a better life for herself. And what a thrilling life it was, full of adventure and accomplishment. But Margaret Tobin Brown is best remembered as being “unsinkable.” Married to “Leadville Johnny” Brown, she had endured the rigors of a mining camp until her husband made his fortune in silver and gold, which allowed her to settle into a more social life in Denver where she raised a son and daughter and traveled the world. Although she and her husband later separated, they never divorced. Margaret became friends with the cream of New York Society, including the Astors and was in their company in Egypt in early 1912. In April that year, she received word her first grandchild was seriously ill, so she made plans to return to America on the maiden voyage of Titanic. Mrs. Brown traveled as a first-class passenger, and on the night of the sinking, entered the lifeboat that would make her famous. Well after midnight, when the lifeboats began to fill, Quartermaster Hichens was assigned to Lifeboat No. 6, which held more than two-dozen women from an assortment of backgrounds who would find salvation there. Among them was Mrs. Margaret ‘Molly’ Tobin Brown of Denver, Colorado. The unlikely pairing of wealthy society women, a feisty Irish-American woman and Hichens, a cantankerous man from Cornwall, would soon become legend. During the night, Hichens taunted the wealthy women to a breaking point. Finally, Molly threatened to throw him overboard and then organized the women in the rowing of the lifeboat. Her heroism during those hours brought her an enduring, legendary status. After Titanic, Molly lived alternately in Denver and New York. She continued to travel and enjoy life, but as the years passed, she became more and more eccentric and was estranged from her children. In October 1932, she died in her room in New York’s Barbizon Hotel after suffering a stroke. The name “Molly” Brown came to be in 1962 by Hollywood with the movie The Unsinkable Molly Brown starring Debbie Reynolds.

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Knoxville Parent • October 2013

Discovering Their Prestige

by Zac Schnell, Summer Intern at Great Smoky Mountains Institute at Tremont

“Every kid also has their ‘prestige’ moment. This is where the effect of the illusion is produced. It’s in the final effect of revealing what the tree is.”

here are many kids who show up at Tremont, and those who do have the opportunity to enjoy an experience like none other: living and learning in the Great Smoky Mountains National Park. Many people have asked me, “How does it work with 9 to 12 year old kids?” With a smiling smirk, it is easy to reply with, “It’s like experiencing a magic trick over and over again.” Many magic tricks contain three steps known as The Pledge, The Turn, and The Prestige. A week at Tremont exemplifies these three steps.

The Pledge This has a lasting effect on the kids, because First, the “pledge” is where the magician shows now every time they notice the sourwood tree the audience something that appears normal. they can relive the magic they witnessed and The magician (or teacher/naturalist) presents remember how they learned about the tree Photo by: John DiDiego games and activities that appear to be just another without every realizing they learned about the game. In reality there are hidden objectives that tree. create a layer of learning. The kids witness and enjoy the “pledge,” because The magic is made as kids grow and learn about the world around them. they are being shown something that appears normal to them such as a tree Tremont is a place where kids experience this magic. Every good magician can with leaves. create a trick that ends with an impressive prestige. The kids who come to Tremont enjoy a spectacular prestige. The Turn After the “pledge” the second step is witnessed. It’s called the “turn,” where the magician makes an ordinary act seem extraordinary. The “turn” occurs when the naturalist points out all the functions that a tree and its leaves can do. For example, all of the photosynthesis that is occurring, or why this particular tree grows crookedly, or perhaps tasting the leaf and finding out it has a sour taste to it. The “turn” is when the kids start to realize how great the leaf might taste, and therein realize how extraordinary it is that this “green leaf ” can be eaten and enjoyed while out in the woods. The “turn” happens as those “AHH-HA” moments that we see from many of the kids that pass through.

Photo by: John Rakes

The Prestige Every kid also has their “prestige” moment. This is where the effect of the illusion is produced. It’s in the final effect of revealing what the tree is. The tree that grows crookedly and has sour tasting leaves is now presented as the sourwood tree. This brings an entire new recognition to the kid’s eyes when the trick is finally revealed.

Zac Schnell is a Summer Intern 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.

Knoxville Parent • October 2013

The God Box

A creative tool for “letting go” by Kathryn Rea Smith, Ph.D.

n my family we have a God Box. It’s nothing fancy. It’s actually an old Florsheim shoe box, circa 1995, with a partition inside and two slots in the lid. Even though humble in appearance, this box is treasured for the assistance it has provided to me, my husband and our sons. In this article, I will explain the concept of the God Box and provide instructions for making one of your own. A God Box is simply a tool for giving one’s concerns to God. It’s a tool I really could have used in childhood. Like many people who were raised in religious households, I grew up hearing such things as “Let go and let God” or “Turn it over to God.” I was told I could give my concerns to God, and He would take care of them for me. Through doing so, I could be relieved of fear and anxiety. These ideas sounded great to me—However, I could not figure out how to do the “letting go” part. The concept was too abstract! When I was in college, I learned how to use a God Box, and it has made a big difference in my life. The God Box is essentially a form of prayer, but one that is also a concrete and tangible method for giving worries over to God’s care. I have used it ever since, and I have introduced the technique to my husband and children with good results all around.

“I was told I could give my concerns to God, and He would take care of them for me. However, I could not figure out how to do the ‘letting go’ part. ” How does one make a God Box? All you need is an empty shoebox. Partition the inside into two sections and cut two slits in the lid, one above each interior section. Label one side “Concerns” to represent the things you are worried about. Label the other side “Gratitude” to reflect your concerns that have been resolved. Once you have your box, specify all the things you are worried about. Perhaps you have one large worry, such as an aging parent in the hospital, or you may have multiple smaller worries such as items on a holiday preparations “to do” list. The key is to identify as precisely as possible the issues that are disturbing your serenity. What initially appears to be one big concern may turn out to consist of several smaller issues. When you have identified your list of worries, write each one on separate pieces of paper. I write the date on the paper as well. Now comes decision time. You have the option of giving each of your concerns to God. This is symbolically represented by placing the slips of paper in the “Concerns” section of the box. Once the paper is in the box, you have turned your problem over to God and must stop worrying about it. You always have the option of taking back the problem. However, if you do so, you must physically remove that particular slip of paper from the box and hold onto it until you are ready to return it to the box and to God’s hands. Next is the fun part. After some time passes, look in the box at your slips of paper. You will be amazed to see that some, if not many, of the things you were so worried about have resolved, often in unforeseeable ways. My typical response has been “I cannot believe I was so worried about that—look how well it worked out!” In 2005, for example, I lost my job and was scared and worried about finances to the point that I was losing sleep. The problem went into the God Box, and I calmed down. Eventually, I obtained another job that was a much better fit for me than the job I had lost, and I credit God for sustaining me through the job search process. When a problem has been solved, you transfer that piece of paper to the “Gratitude” section of the God Box, the repository of answered prayers. Personally, I utter a prayer of thanks when I make the transfer. While most of my problems seem to be settled quickly, one slip of paper remained in the “Concerns” side of the box for ten years before being transferred, which brings to mind the phrase “In God’s time, not mine.” The God Box is a reliable tool for coping with those unresolved issues that endure over time. One reason I like the God Box so well is that its use helps strengthen one’s faith. When “worries” are transformed into “answered prayers,” it seems easier to see the hand of God in our daily lives. 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.

CATHOLIC SCHOOLS

OF THE DIOCESE OF KNOXVILLE “…he must open his arms to protect all of God’s people and embrace with tender affection the whole of humanity, especially the poorest, the weakest, the least important…” -Pope Francis, March 2013

Last year, our Catholic school students contributed more than 50,000 hours in service to our Church, our community, and our world!

American Cancer Society American Red Cross Angel Tree Catholic Charities Columbus Home Crazy Quilt East TN Children’s Hospital Fantasy of Trees Give Haiti Hope Goodwill Mentoring Program Habitat for Humanity KARM Ladies of Charity Pregnancy Help Center Read Across America Ronald McDonald House Salvation Army Second Harvest Food Bank Special Olympics St. Jude’s Hospital Toys for Tots Volunteer Ministry Center Haiti Photo by Patrick Murphy-Racey

Knoxville Parent • October 2013

The Art of Education

The study of music teaches more than just notes by Rachel Brown, Knoxville Opera Intern

“Consider, for a moment, what musical pursuits offer children: the discipline of learning..., increased confidence, a creative outlet, the ability to read music and the knowledge that hard work does, in fact, pay off (eventually).”

he Ancient Greeks believed that music had a profound effect on the human body, personality and way of life. Music was thought to be a reflection of the balance of the universe. They regarded it so highly that it was included in the core curriculum that every person studied. Everyone in the society had an intimate knowledge of music and its influence. The Greeks had it right. We, as Americans, take pride in the fact we have a democratic government, and that we got this idea from such ancient peoples. Why, then, do we not follow the Greeks’ example in their reverence toward music? Most Western music that we have today has Greek Soprano Jennifer D’Agostino enchants the these recitals are a reminder to me of why I do what roots-clearly they were doing something right. audience during an in-school performance of I do. It is very easy to become disheartened and Those who are in favor of cutting funding from Rossini’s Cinderella. discouraged in my particular field. Why would a public school arts programs cite several reasons for person who was a good student all the way through their actions, not the least of which is the necessity of budget cuts to keep school and who had other opportunities in academia choose to remain a music academic programs alive. To those people, I offer this response: is a musical major? I do it so that I can affect an audience the way that these singers have education not equally important as a strictly “academic” education? Consider, affected me. I am reminded of the incredible, awe-inspiring experience that is for a moment, what musical pursuits offer children: the discipline of learning live performance. and becoming proficient on an instrument or with their voice, increased This is the type of experience that I wish for everyone, especially children confidence, a creative outlet, the ability to read music and the knowledge who are being introduced to music for the first time. Luckily for me, Knoxville that hard work does, in fact, pay off (eventually). In addition to the basic Opera provides this exact experience for thousands of children every year. knowledge that all children acquire during their schooling, I have to wonder, Beginning on January 7 and running through January 17, Knoxville Opera is this knowledge not equally worthwhile? Unfortunately, many people do not will present an abbreviated, English (but still staged and costumed) version realize the importance of this aspect of education, and it is therefore pushed to of Donizetti’s romantic comedy, The Elixir of Love, to 18 area schools. This the side and labeled “expendable.” I would love to live in a society that regards program is completely free to the schools, children and parents. In addition musical endeavors as equally important as purely academic endeavors. I would to guides for teachers about the opera, this program also offers the exciting love to live in a society where all children are exposed to music at an early age, opportunity for students to speak to and ask questions of the performers and and then are able to pursue it to their hearts’ content. Maestro Brian Salesky. But this is just the tip As a Voice major, I go to as many student and guest voice recitals as I of the iceberg of the education and outreach possibly can. As I sit, mesmerized, in the audience and watch these singers, programs provided by Knoxville Opera. It also I am repeatedly struck by the realization that what they do affects me in a offers an Opera 101 program, an opportunity profoundly emotional way. There have been several recitals when I have been to watch the rehearsal process of productions, almost in tears because of the beauty of their performance. More than that, seminars on all things opera and the Rossini Festival in the spring. In addition, thanks to Elzbieta Tworek the generous support of the organization’s Archery Instructions sponsors, Knoxville Opera offers the US National Certified Level IV Archery Coach opportunity to see a free dress rehearsal of • Beginner Archery Classes each opera, exclusively for students. More • Portable Archery lessons information on these opportunities can • Group Archery Classes, Corporate Events be found at http://www.knoxvilleopera.com/ • Camp, Private School/ Home School, education/. Summer Programs • Private Archery Lessons Rachel Brown is a sophomore Vocal Performance at UT interning • Archery certification courses for instructors with Knoxville Opera. For more information about Knoxville • Open Training Sessions Opera, visit www.KnoxvilleOpera.com or call 865-524-0795.

865-719-7543 • theolympicarrow@comcast.net www.theolympicarrow.com

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