National Zoo – Meerkat
November 15, 2009 by Kim
Filed under Human Interest
By FNZ
November 15, 2009
Suricata suricatta
After emerging from their cool underground burrows, meerkats start each day with a sunbath.
Description
About 12 inches long, meerkats have a tan or gray coat, with a pale underside. Their eyes are ringed with black, and their tails have a black tip. Their slender body is typical of mongooses.
Home Range
Angola, Namibia, Botswana, and South Africa
Habitat
Grassland, scrub forest, and desert
Diet
Insects, primarily, but also lizards, small reptiles, eggs, and vegetation
Reproduction
After a two-and-a-half-month gestation, a meerkat gives birth to a litter of two to five young. The young, called pups, are weaned at seven to nine weeks.
Social Structure
Meerkats live in groups of two or three families, with as many as 30 individuals. The groups are called mobs. Throughout the day, adults take turns serving as sentries, looking out for predators. When a potential threat is seen, the sentinel will make an alarm bark, and the meerkats will flee to their underground burrows.
Source: National Zoo
Editor’s Note: We would like to know what you think? dan@youngchronicle.com
Grade 3 Math
November 15, 2009 by Kim
Filed under Parent's Advice
By Dale Beltzner
November 14, 2009
Third-graders take big steps as they add, subtract, and multiply bigger numbers, and work with word problems
In third grade, your grandchildren’s math skills will grow, as will the size of the numbers they calculate. Third-graders begin working with numbers through the hundred-thousands place. They also learn how to estimate solutions to large problems, and how to round numbers up or down to the nearest 10, 100, or 1,000. Teachers introduce multiplication this year, explaining it first as “repeated addition” (8 + 8 + 8 + 8). Students learn multiplication facts from 0 x 0 to 10 x 10, but teachers will not demand that they memorize these facts yet. Learning to solve word problems is an important skill for third-graders, as they explore various strategies, including making charts, drawing pictures, and breaking complex problems down into smaller, simpler parts. Students explore the metric system of measurement and begin to understand which units of measure best apply to certain problems. For example, what unit of length would be used to measure the distance between two cities? (Miles.) Toward the end of the year, expect your third-grade grandchildren to get a taste of working with simple fractions and decimals, most likely in problems involving money.
Calculators in Class. Since pocket calculators first came onto the scene in the 1970s, educators have debated their role in the math classroom. Most teachers agree that a calculator has little educational value before third grade. But starting in third grade, as students come to understand the processes of addition, subtraction, and multiplication, calculators can become useful tools for solving multipart word problems and for double-checking handworked calculations. Calculators cannot, and should not, replace the memorization of basic facts, or the learning of fundamental procedures, but the tools can help students complete more math in less time.
• Denise Schmandt-besserat’s The History of Counting (HarperCollins, 1999) leads children through the marvelous and rich history of counting and numbers.
• Susan Lingo’s The Scholastic Success With Math Workbook – Grade 3 (Scholastic, 2002) offers engaging exercises that reinforce essential math skills. Keep it on hand for when grandchildren visit, so they can show off what they’ve learned in class.
• You already know that Hasbro’s classic board game Battleship is a lot of fun. But it’s also perfect for helping grandchildren develop skills they will need when they learn to coordinate points on a graph in future math classes.
Show Them Your Money. In third grade, children begin to make estimates, and make calculations using decimal points, often in problems about money. Help grandchildren practice by taking them to the convenience store. Before making any purchase, show the kids the bills and coins you have, and ask them to decide which you should give to the cashier and how much money you should get back.
50 Ways. In third grade, teachers ask students to come up with multiple methods to reach the same number. For example, they may be asked to think of five ways to add up numbers, all of them totaling 89. This game will help kids develop this skill: Give your grandchildren a page from an old calendar, ask them to cut out all the number squares, and challenge them to put numbers together in such a way that the sum of each group is 50. Then, shuffle the squares and challenge them to come up with more combinations.
Editor’s Note: Dale Beltzner has been a teacher, principal, and freelance educational writer for the past 30 years. He has worked in public and private schools in Oklahoma and Pennsylvania. Dale currently teaches fifth grade in Coopersburg, Pa., and serves as the district’s elementary math subject leader.
We would like to know what you think? dan@youngchronicle.com
Source: Grandparants
Booster Seat Support
November 15, 2009 by Dan
Filed under One Person's View
by Alina Larson
Nov. 14, 2009
Does your grandchild have a cloud over her head?
She’s convinced that her birthday will be boring, friends will forget her, the zoo is sure to be closed.
It’s not how you want her going into adulthood, especially since research reveals that negative kids are at higher risk for depression, illness, and poor academic performance.
Why does your grandkid sound like she should be in a nursing home rather than a nursery school, anyway?
“Through genetics and what you take in,” says Jim Fay, cofounder of the Love and Logic Institute, which offers parenting training and resources.
If Mom and Dad aren’t naysayers, the tendency can come from a more distant branch of the family tree. Bad experiences — academic or athletic troubles, bullies, or spats with friends — can weigh down mind and mood as well.
There’s nothing you can do about the disposition your grandkid is born with. But you do have a say in their experiences — and how they deal with them.
Mirror, Mirror
It starts with you. Kids model their parents’ and grandparents’ behavior.
If you present them with a gloom-and-doom view of the world, guess what? That’s how they’ll see it. Maybe you’re not the sunniest person, but you have survived, even thrived, in the face of adversity.
Tell the child about one of those experiences if it’s appropriate: “My sophomore year of college, I was worried I’d fail my French final. Every night the week before the exam, I stayed up late reviewing. I studied really hard, and I passed!”
Fixer Upper
Often parents will rush to fix their children’s problems, but then kids don’t learn how to solve problems on their own, and they don’t earn the satisfaction of that accomplishment. “The more we believe we’re competent, the less scary and depressing the world looks,” Fay says.
If a child blurts out something negative (“I’m never going to understand math!”), use empathy first (“It’s frustrating when you don’t understand something”) and get him into problem-solving mode right away (“How do you think you’re going to handle that?”).
If he doesn’t come up with any ideas, give him a menu of “what other kids have tried before,” starting with suggestions that are clearly not great and working up to the better ones. Whichever way he chooses to cope with a situation, he’ll come away learning something and feeling empowered.
Reword It
When a child says something negative (“I can’t do this art project”), remind her of her past success (“Remember that beautiful birdhouse you worked so hard on?”) or question her assertion (“You were sure you couldn’t build that birdhouse. How did your thinking change?”).
This builds awareness of constructive and obstructive thoughts, and gradually she’ll learn to distinguish between them.
Great Adventure
Try new things together. Not only will the child feel secure in your love, but it will prove to him that there is fun to be had.
Often a negative child will avoid the unknown out of fear. But by not venturing out, he’ll miss out on a possible confidence-building success. Offer to take the blame if things go awry.
Outside the Box
The world is full of examples of triumph. Introduce your child to an uplifting saying (“This too shall pass”), film (like Babe), or book (such as, Where Do Balloons Go?, by Jamie Lee Curtis), or to an athlete celebrity who overcame adversity.
Bright-sizing
Make a family ritual of reviewing your day at dinnertime or bedtime. Help the child see the good that could come from something bad (“You didn’t do well on the test, but you learned you have to study more”).
End on an up note by having her name something that she did well or that made her happy that day.
Just think, helping a child become more optimistic will boost your attitude, too. How’s that for a brighter side?
Source: Grandparents
Editor’s Note: This article was originally published on guidepost.com
We would like to know what you think. dan@youngchronicle.com
Dinnertime Family Time
November 15, 2009 by Dan
Filed under Parent's Advice
By Jim Burns
Nov. 14, 2009
I’m happy to announce that over the past few years, more and more families are making the intentional effort to have regular, family-mealtimes. Here are eight reasons why doing so is a great idea:
Kids who live in families that eat dinner together regularly are less likely to be involved in at-risk behaviors. According to the 2009 study done by the National Center on Addiction and Substance Abuse at Columbia University (CASA), compared to teens who have frequent family dinners (five to seven family dinners per week) children who eat dinner with their families infrequently (fewer than three per week) are twice as likely to use tobacco or marijuana and more than one and a half times likelier to have used alcohol.
Families who eat dinner together regularly are more likely to have stronger, happier family relationships. As families struggle to find amounts of quantity and quality time together, family dinnertime provides the opportunity for both. Teens who frequently eat dinner with their family are likelier to say they have excellent relationships with their parents, and teens who have infrequent family dinners are likelier to say they have fair or poor relationships with their parents. When families hang out together and communicate, they grow strong and healthy.
Kids who live in families that eat dinner regularly together perform better in school. According to the latest research, compared to teens who have frequent family dinners, teens who have fewer than three family dinners per week are one and a half times likelier to report getting mostly C’s or lower grades in school.
Families who eat dinner regularly develop a stronger family identity. Eating together serves to build a family identity. Additionally, this family “routine” provides a sense of stability and security that provides kids with a positive environment where they can grow into healthy adults.
Families who eat dinner together regularly can keep in touch with each others’ lives. Everyone – kids and parents alike – can keep up-to-date during your family dinnertime on what is going on with school, jobs, family life, and friends.
A regular family dinnertime provides natural opportunities for planning and problem solving. Scheduling family meeting times to discuss planning, needs and problem solving can be difficult. A regular family mealtime can offer a natural solution to the challenge.
Eating dinner regularly fosters learning. When families who eat dinner together engage in a variety of conversation topics, learning is encouraged. Kids who are exposed to regular family discussion times learn a broader vocabulary.
Kids are likely to receive better nutrition when eating dinner regularly with their families. A simple, but true rule applies: when kids eat with their families, they eat better. A family dinnertime means kids are more likely to eat a nutritionally balanced meal, lower in sugar and fat content, than if they prepare or purchase meals on their own.
The benefits of regular family meals don’t require a large amount of time. Some might shy away from regular family dinners due to the busy pace of life and the concern for the amount of time a family meal requires. But, the latest research shows that the average family meal lasts just 35 minutes. That’s not a lot of time to invest in order to see great some great benefits to your family!
Source: Home Word
Editor’s Note: We would like to know what you think. dan@youngchronicle.com
SHANIYA NICOLE DAVIS
November 15, 2009 by Kim
Filed under Missing Kids
| Case Type: Endangered Missing | |
| DOB: Sep 27, 2004 | Sex: Female |
| Missing Date: Nov 10, 2009 | Race: Black |
| Age Now: 5 | Height: 3’0″ (91 cm) |
| Missing City: FAYETTEVILLE | Weight: 40 lbs (18 kg) |
| Missing State : NC | Hair Color: Brown |
| Missing Country: United States | Eye Color: Brown |
| Case Number: NCMC1135194 | |
| Circumstances: Both photos shown are of Shaniya. She was last seen on November 10, 2009. Shaniya is believed to be in the local area. | |
JAMES PATRICK CAROL
November 15, 2009 by Kim
Filed under Missing Kids
| Case Type: Family Abduction | |
| DOB: Sep 27, 2004 | Sex: Male |
| Missing Date: Jun 4, 2009 | Race: Biracial |
| Age Now: 5 | Height: 3’2″ (97 cm) |
| Missing City: CARY | Weight: 40 lbs (18 kg) |
| Missing State : IL | Hair Color: Brown |
| Missing Country: United States | Eye Color: Brown |
| Case Number: NCMC1126055 | |
| Circumstances: Andrea and James were allegedly abducted by their mother, Sonia Leon De Carol, on June 4, 2009. A federal warrant for Unlawful Flight to Avoid Prosecution was issued for Sonia on September 15, 2009. They may travel to Mexico City or Villahermosa, Mexico. Andrea and James are Biracial. They are Hispanic and White. Andrea’s ears are pierced. She has a scar on her upper left arm. James has a scar on his abdomen. He may be in need of medical attention. When Sonia was last seen, her hair was dyed blonde. She may go by the alias last names Leon-Castillo or Leon. | |
SONIA DEL CARMEN LEON DE CAROL
(Abductor)
| Case Type: Family Abduction | |
| DOB: Jul 5, 1966 | Sex: Female |
| Missing Date: Jun 4, 2009 | Race: Hispanic |
| Age Now: 43 | Height: 5’7″ (170 cm) |
| Missing City: CARY | Weight: 130 lbs (59 kg) |
| Missing State : IL | Hair Color: Brown |
| Missing Country: United States | Eye Color: Brown |
| Case Number: NCMC1126055 | |
| Circumstances: Andrea and James were allegedly abducted by their mother, Sonia Leon De Carol, on June 4, 2009. A federal warrant for Unlawful Flight to Avoid Prosecution was issued for Sonia on September 15, 2009. They may travel to Mexico City or Villahermosa, Mexico. Andrea and James are Biracial. They are Hispanic and White. Andrea’s ears are pierced. She has a scar on her upper left arm. James has a scar on his abdomen. He may be in need of medical attention. When Sonia was last seen, her hair was dyed blonde. She may go by the alias last names Leon-Castillo or Leon. | |
ANDREA VANESSA CAROL
November 15, 2009 by Kim
Filed under Missing Kids
| Case Type: Family Abduction | |
| DOB: Aug 11, 2003 | Sex: Female |
| Missing Date: Jun 4, 2009 | Race: Biracial |
| Age Now: 6 | Height: 3’2″ (97 cm) |
| Missing City: CARY | Weight: 40 lbs (18 kg) |
| Missing State : IL | Hair Color: Brown |
| Missing Country: United States | Eye Color: Brown |
| Case Number: NCMC1126055 | |
| Circumstances: Andrea and James were allegedly abducted by their mother, Sonia Leon De Carol, on June 4, 2009. A federal warrant for Unlawful Flight to Avoid Prosecution was issued for Sonia on September 15, 2009. They may travel to Mexico City or Villahermosa, Mexico. Andrea and James are Biracial. They are Hispanic and White. Andrea’s ears are pierced. She has a scar on her upper left arm. James has a scar on his abdomen. He may be in need of medical attention. When Sonia was last seen, her hair was dyed blonde. She may go by the alias last names Leon-Castillo or Leon. | |
SONIA DEL CARMEN LEON DE CAROL
(Abductor)
| Case Type: Family Abduction | |
| DOB: Jul 5, 1966 | Sex: Female |
| Missing Date: Jun 4, 2009 | Race: Hispanic |
| Age Now: 43 | Height: 5’7″ (170 cm) |
| Missing City: CARY | Weight: 130 lbs (59 kg) |
| Missing State : IL | Hair Color: Brown |
| Missing Country: United States | Eye Color: Brown |
| Case Number: NCMC1126055 | |
| Circumstances: Andrea and James were allegedly abducted by their mother, Sonia Leon De Carol, on June 4, 2009. A federal warrant for Unlawful Flight to Avoid Prosecution was issued for Sonia on September 15, 2009. They may travel to Mexico City or Villahermosa, Mexico. Andrea and James are Biracial. They are Hispanic and White. Andrea’s ears are pierced. She has a scar on her upper left arm. James has a scar on his abdomen. He may be in need of medical attention. When Sonia was last seen, her hair was dyed blonde. She may go by the alias last names Leon-Castillo or Leon. | |
AIDEN RAY HARVEY
November 15, 2009 by Kim
Filed under Missing Kids
| Case Type: Family Abduction | |
| DOB: Jun 20, 2006 | Sex: Male |
| Missing Date: Oct 28, 2008 | Race: White |
| Age Now: 3 | Height: 3’4″ (102 cm) |
| Missing City: WALDO | Weight: 40 lbs (18 kg) |
| Missing State : AR | Hair Color: Lt. Brown |
| Missing Country: United States | Eye Color: Blue |
| Case Number: NCMC1114716 | |
| Circumstances: Abigail and Aiden were last seen on October 28, 2008. They may be in the company of their father. Abigail has a birhtmark on her chest. She may go by the nickname Abby. | |
ABIGAIL MICHELLE HARVEY
November 15, 2009 by Kim
Filed under Missing Kids
| Case Type: Family Abduction | |
| DOB: Jun 20, 2006 | Sex: Female |
| Missing Date: Oct 28, 2008 | Race: White |
| Age Now: 3 | Height: 3’2″ (97 cm) |
| Missing City: WALDO | Weight: 32 lbs (15 kg) |
| Missing State : AR | Hair Color: Lt. Brown |
| Missing Country: United States | Eye Color: Blue |
| Case Number: NCMC1114716 | |
| Circumstances: Abigail and Aiden were last seen on October 28, 2008. They may be in the company of their father. Abigail has a birhtmark on her chest. She may go by the nickname Abby. | |
CHRISTY DANIELLE WILLIAMS
November 15, 2009 by Kim
Filed under Missing Kids
| Case Type: Endangered Runaway | |
| DOB: May 21, 1992 | Sex: Female |
| Missing Date: Aug 10, 2009 | Race: Black |
| Age Now: 17 | Height: 5’4″ (163 cm) |
| Missing City: BIRMINGHAM | Weight: 178 lbs (81 kg |
| Missing State : AL | Hair Color: Black |
| Missing Country: United States | Eye Color: Brown |
| Case Number: NCMC1129371 | |
| Circumstances: Christy was last seen on August 10, 2009. She is believed to be in Bessemer, Alabama. | |