alo Museum of S - Jamestown | Post-Journal

A FAMILY LIFE MAGAZINE FOR CHAUTAUQUA AND WARREN COUNTIES 

PARENTAL 

GUIDANCE 

MAGAZINE 

8 

WAYS TO 

STOP A 

TANTRUM 

Fostering a Love 

for Poetry 

QUALITY FAM ILY TIM E 

Cloth Diapering 

a Newborn 

SEPTEMBER 2012

october 2012 

volume 6 issue 10 

PG 

P A R E N T A L 

G U I D A N C E 

M A G A Z I N E 

ON THE COVER 

Seth & Max Vaughn 

Photo taken by: 

Kim Weber 

family 

7| QUALITY FAMILY TIME 

Taking time to have fun together. 

9| DISCOVERING THE BRIGHT SPOTS 

“A Mother’s Journal” 

11| AUTUMN 

Finding the joy in the uniqueness of the season. 

13| BACK TO SCHOOL CHILD CARE SCHEDULES 

Communicating the new schedules to each important 

person in your child’s life. 

education 

17| FOSTERING A LOVE FOR POETRY 

Use unique ways to teach kids an appreciation 

for poetry. 

19| COGNITION - THE FOUNDATION 

OF LEARNING 

Tools for developing cognitive skills in your kids. 

21| DEALING WITH CONFLICT IN YOUR 

CHILD’S CLASSROOM 

Teaching your kids how to deal with thier teachers and 

knowing how to handle it yourself. 

health & wellness 

31| OCTOBER IS NATIONAL DOWN 

SYNDROME AWARENESS MONTH 

Helping to inform the public about the ways to be 

advocates for those faced with this disorder. 

33| ALCOHOL ADDICTION 

“Possible Disaster for Pregnant Women” 

37| FRESH IDEAS FOR A HEALTHY 

SCHOOL YEAR 

A few tips to keep your kids at the 

head of the class. 

behavior 

39| CLOTH DIAPERING 

Making the right diaper decision for your baby. 

41| EIGHT WAYS OF STOPPING A TANTRUM 

Tips for helping control the most 

frustrating situations. 

43| COACH’S CORNER 

“Making the Cut” 

contents 

BOOK 

REVIEWS 

WHATS UP 

DOC? 

2 3 4 5 6 8 9 10 13 14 15 16 17 18 19 20 21 22 23 24 

EDITOR’S NOTE 

KID 

CRAFT 

October 2012 PG MAGAZINE 3

PG 




communication 

45| MANEUVERING ADOLESCENCE WITH 

HEALTHY RELATIONSHIPS 

Talk openly about difficult situations they may face. 

47| WISDOM OF THE MOM 

A fun personal story about the power of mom! 

teens 

49| FOUR QUESTIONS STUDENTS SHOULD 

ANSWER BEFORE PICKING A COLLEGE 

Figuring out what works best for your 

educational needs. 

contents 

10 “HEALTHIEST” 

HALLOWEEN 

TREATS 

25 27 28 29 30 31 32 33 34 35 37 38 40 42 44 45 46 47 49 50 

KIDZONE 

PEDIATRICS/DOCTORS 

Jamestown Peds 

Southern Tier Pediatrics 

Practice, P.C. 

Dr. Akl 

Allegheny Ear, 

Nose & Throat 

Warren Peds. 

Dr. Askar 

Central Primary 

WNY Psychiatric 

Center 

Dr. Deshpande 

JAMA 

Dr. Parikh 

Westfield Family 

MOMS Program 

Jamestown 

MOMS Program 

PG DISTRIBUTION SITES 

Dunkirk 

DENTISTS 

Dr. Peppy 

Dr. Roets 

Mayville 

Dental Arts 

North Chautauqua 

Dental 

Dr. Stryahalski 

Dr. DiPalma 

Twitchell & Lakasik 

DAYCARE 

Fredonia State 

Campus& Comm.Ctr. 

YWCA Westfield 

Boys & Girls Club 

Heritage House 

Childcare Center 

Little Tykes 

ki d sca n 

c o k 

o 

SPONSORED 

vegetable 

quesadillas 

YMCA Jamestown 

BANKS 

Lakeshore Savings 

M&T Bank 

Community Bank 

HSBC 

Key Bank 

Jamestown Savings 

Greater Buffalo 

PNC Bank 

CREDIT BUREAUS 

Greater Chaut. FCU 

Southern Chaut. FCU 

Western Division CU 

MRC FCU 

Jmst.Teachers FCU 

Warren Area FCU 

REAL ESTATE OFFICES 

Century 21/Turner 

194 FLUVA NA AVE. • JAMESTOWN, NY 

703 W. THIRD ST.• JAMESTOWN, NY 

recipe cards 

chocolate 

almond popcorn 



BY: 

KIDS CAN 

COOK 

garlic & parm 

fries 



fruit kabobs 



ERA VP 

Coldwell 

HOSPITALS 

WCA 

Westfield Memorial 

Brooks Memorial 

Warren General 

Lakeshore 

LIBRARIES 

Dunkirk Free Library 

Anderson Lee Library 

Prendergast Library 

Patterson Library 

Warren Public Lib. 

CAMPGROUNDS 

KOA Westfield 

Camp Chautauqua 

Lake Erie State Park 

GROCERY STORES 

Tops 

Wegmans 

Farm Fresh 

Cassadaga Shurfine 

Country Fair 

AREA SCHOOLS 

Bemus Point 

Pine Valley 

Harvey C. Fenner 

Panama Central 

Southwestern 

Elementary 

Frewsburg Elem. 

Persell Middle 

Jefferson Middle 

Washington Middle 

Bush School 

Love School 

Fletcher School 

GREAT MATH 

AND READING 

APPS FOR KIDS 

Ring School 

Rogers School 

Lincoln School 

Chautauqua Lake 

Clymer Central School 

Sherman Central 

Dunkirk City Schools 

Brocton Central 

Ripley Central School 

Westfield Central 

Cassadaga Elementary 

Sinclairville Elementary 

Fredonia Central 

Forestville Central 

Silver Creek Central 

School # 3, Dunkirk 




FIDO 

FEATURE 

South Street 

Elementary 

Russell 

Elementary 

Sugar Grove 

Elementary 

Allegheny Valley 

Elementary 

Sheffield Elementary 

Youngsville 

Elementary 

Warren Area 

Elementary Center 

4 PG MAGAZINE October 2012

intro 

from the editor: 

I recently began facilitating a parenting class 

at our church with a friend. Neither of us 

comes in as an expert but merely leaders for 

the group study. It has been interesting to 

learn so many things that might seem like 

common knowledge at first glance but when 

studied at a deeper level have become valuable 

reminders of how delicate our children 

are and the unbelievable impact we have on 

them as parents. 

The premise of the study is that there are certain 

“parental traits” worth considering when 

raising your kids. They focus on ten of them 

but there are quite a few. The idea is that not 

every parent has all of the traits but it’s 

important to find your strengths and those of 

your spouse and allow them to be the focus 

for you. One of the traits that stuck out to me 

was being a “celebratory parent”. The breakdown 

is that if this is a trait you possess as a 

parent, you are able to bring the fun when it’s 

needed. You make memories happen by celebrating 

their significance in the big and small 

moments. 

It’s vital that kids learn to enjoy life. They are 

naturally inclined to do so and we have the 

potential to really amplify that for them or 

crush that innate spirit by being too serious 

for our own good. It’s easy to get caught up 

in all we have planned for them that we think 

is so important. Sometimes we miss the fleeting 

moments to pause and just have fun. 

Our schedules dictate our patience for goofy 

distractions and can ruin the moments of 

unbridled silliness only a child can offer. 

The idea of being a “celebratory parent” goes 

beyond recognizing the everyday moments by 

offering the idea that children need to be celebrated 

in their unique milestones and 

accomplishments also. Each of our kids is an 

individual and craves that attention of knowing 

they are an important and valued part of 

the family. Taking time to make them feel 

extra special on their birthdays or paying 

special attention to an extraordinary accomplishment 

will make a lasting impression on 

your kids and will help them feel like they 

have a firm foundation within your family 

structure. 

I absolutely love the craziness my three kids 

can bring to the table. It gets a little hairy 

sometimes but when I see them light up 

when they realize how great we think they 

are, every tough moment is worth it. It’s so 

much fun to have fun with your kids! Let 

them know that they are worth celebrating 

every single day! 

Enjoy your fall! 

Kirsten L. Johnson 

Editor 

PG 




ADVERTISING DIRECTOR 

Debra Brunner 

716.487.1111 ext. 222 

dbrunner@premieremg.com 

EDITOR 

Kirsten Johnson 

716.487.1111 ext. 295 

kjohnson@premieremg.com 

ART DIRECTOR/DESIGNER 

Heather Felton 

716.487.1111 ext. 305 

hfelton@premieremg.com 

ADVERTISING REPRESENTATIVE 

Anna Wilson 

716.487.1111 ext. 282 

awilson@post-journal.com 

PRINTED BY 

15 West Second Street 

Jamestown, NY 14701 

716.487.1111 

www.post-journal.com 


6 PG MAGAZINE October 2012 

KID 

CRAFT 

CORNER 

l ibrary b ags 

We are always looking for ways to 

encourage our kids to read. Once kids 

have spent some time decorating the 

perfect library bag you know they will 

want to fill it up. This craft is designed 

to not only have some fun with your 

kids, but to entice them into going to 

the library. Have fun and happy 

reading! 

WHAT YOU WILL NEED: 

Canvas Bags 

Paint Brushes 

Fabric Paint 

Paper Towels 

Water 

DIRECTIONS: 

1. Go to your local craft store 

and purchase some plain 

canvas bags. Note: you can 

also make these bags yourself 

with some sturdy fabric, but I 

was able to find these bags 

for less than four dollars and 

it saved a bunch of time. 

2. Set up a workspace for the 

kids to paint on their bags. I 

recommend laying down a 

plastic tablecloth or some 

newspapers. 

2 3 

4 

3. Give your kids some ideas 

for their bag by finding 

pictures or sayings they can 

use for inspiration such as 

“curl up with a good book” or 

a Harry Potter theme . 

4. Finally, let your kids paint 

away and allow time for the 

bags to dry. Make sure you 

use fabric paint on the canvas 

so that when your artwork 

dries the fabric will still be 

flexible.

family 

QUALITY 

FAMILY 

TIME 

If your family is anything like mine, you are running in a 

million different directions. Soccer on Mondays, dance on 

Tuesdays, open house, parent-teacher conferences, concerts, 

and all of this with conflicting schedules. By the end of the 

week, everyone is exhausted. Needless to say, family time and 

togetherness is a commodity. Children really crave their parents’ 

undivided, non-distracted time. Kids for the most part 

are very adaptable, but sometimes they lack the words to 

express what they are feeling or what they need from us. It is 

very important to find family time and creative ways to spend 

it together. 

The term “family” can refer to even two people. In today’s 

society, many families are described in unique ways such as 

being culturally diverse, blended, single parent, traditional, 

etc. Regardless of the family make-up, time spent together 

is valuable. 

START WITH A FAMILY MEETING 

Engage every member of the family in a discussion of what 

they would like to see to have a happier family. Ask about their 

interests and activities and their commitment to them. Try not 

to lead children into a discussion that focuses on things that 

BY TRACEY SPINUZZA 

FAMILY SERVICES OF THE CHAUTAUQUA 

REGION THERAPIST 

are wrong within the family. Instead, concentrate on the positives 

and how they feel the family is balancing school, family 

time, and work schedules. 

CREATE A FAMILY NIGHT 

This means having to say no to doing things that would take 

away from the purpose of family night. Activities to consider: 

movie night, game night, family walk night. Make sure that 

everyone marks this special night on their calendars. 

ENJOY AND INTERACT WITH YOUR CHILD’S 

FRIENDS 

Encourage children to bring their friends over to participate 

in family night. Having your child’s friends over enables the 

parent to see what interests and motivates the child as well as 

understanding the crowd he/she is associating with. 

CONSIDER THE COMMITMENT WHEN MAKING DECI- 

SIONS 

You have to decide as the parent whether the activity is appropriate 

for the child. Consider activities that are not time-pressing. 

Be mindful of the child’s level of commitment. If it is 

continued on page 8 ➤➤➤ 


family 

QUALITY FAMILY TIME FROM PAGE 7 

something he/she does not like, it may hinder the other participants. 

ASSIGN FAMILY RESPONSIBILITIES 

Explain to the children that in order to do the family activities, 

everyone will have to pitch in to make sure the household 

chores get done. Even small children can have simple 

tasks. 

EAT TOGETHER 

This simple act improves family time through conversation 

and togetherness. 

ENGAGE IN FAMILY PHYSICAL FITNESS 

As a parent, your role is to help children learn about and 

improve physical skills. Such activities can include; going 

for walks, bike rides, swimming, playing catch, swinging a 

bat, etc. 

SET REASONABLE EXPECTATIONS FOR ACTIVITY 

LEVELS 

Consider a child’s age and interests in choosing an activity. 

MAKE SURE THE ACTIVITY IS POSSIBLE 

Many activities these days require an increasing amount 

of time and money. Be sure your family’s finances can 

afford these. 

Educators have a role in helping families become involved in 

schoolwork and fostering togetherness. Teachers can encourage 

students to share and enjoy their work, ideas, and 

progress with their families. Teachers should allow families 

the opportunity to comment and request information by way 

of home-to-school communication. Teachers can assign tasks 

that emphasize the connection between school and home. 

Homework can be linked to real world experiences of children 

and families. Family writing homework assignments can 

strengthen bonds within families by offering opportunities 

for bonding and positive interactions. Time spent together 

working on an assignment can enhance the child’s selfesteem 

and provide a sense of security. 

October is Family History Month and this would be a great 

opportunity to assign a project that involves families. Some 

ideas could include; making a family scrapbook, or working 

on a family genealogical project. Parents can show children 

old family photographs and explain what the pictures are 

about. Children can generate a list of questions, and conduct 

a genealogical interview about the parent’s life. There are 

many creative ways that teachers can encourage quality family 

time. ■ 

Tracey Spinuzza, LMHC, is a Counselor for Family Service of the Chautauqua 

Region working in the schools. For more information about Family Service or 

its programs and services, please call 488-1971. 

716-499-4321 

ktweber@coastal.edu 

Find Me on Facebook 

kimberly.t.weber 


family 

Discovering the 

Bright Spots: 

A Mother’s Journal 

BY LEAH WATKINS 

EDUCATOR, MOM 

In April 2009, my daughter Elora was diagnosed with an 

inoperable brain tumor, and my job as a mother changed. My 

love for my three daughters deepened in ways I never imagined 

as I worked to care, provide, and protect them. 

April 28, 2010 

If I didn't know any better I'd think I was training to become an off 

road driver! Seriously, with the bumps, potholes, and detours that 

come into my life lane, it may be something I 

should consider pursuing. This 

week I have had to stop and 

talk to God repeatedly in 

order to navigate the biggest 

challenges surrounding 

Elora's well-being. She again 

struggles with taking medicine 

orally and after a year of 

chemotherapy, I see how it has 

taken a toll on her body. Just 

this week her hemoglobin counts 

dropped to a level that raised 

concern with her care team—a 

sign her bone marrow is tired. 

Another hemoglobin drop will 

necessitate a transfusion taking several 

hours as healthy blood would be 

added via her port to her body hopefully 

boosting her weak counts. I must 

keep my focus on Him, knowing He sees, cares, and loves Elora more 

deeply than I. And that is hard for me to imagine. 

Jeremiah 32:27 "Behold, I am the Lord, the God of all flesh. Is there 

anything too hard for me?" 

God comes when I call. Not only does He lift my load, taking away 

the weight so I can breathe, but He stays by my side. We all want 

someone to stay with us holding our hand as we struggle. 

He sticks with me and gives me the strength to 

drive on. I need that especially while navigating 

this rough road! 

May 3, 2010 

Healing is a process. There are usually struggles, 

and it requires patience; but in the end, 

when healing occurs, it is amazing! This week 

we were blessed with the positives of this 

process. The words from friends and family as 

they loved and supported us were so powerful. 

They encouraged us to trust God's gentle 

hand to care for Elora. They reminded us 

that if Elora needed a transfusion, the blood 

she received would be a nourishing gift. As 

it would flow into her body, it would heal 

her, a contrast to the chemicals that have 

been entering her port over the last year. 

Amazingly when we went to the clinic this morning, 

her hemoglobin had significantly improved on its own! 



family 

DISCOVERING THE BRIGHT SPOTS FROM PAGE 9 

Praising God for His goodness and care for Elora, we joyfully 

approached her eye appointment this afternoon. Elora did wonderfully 

with the extensive exam. Her doctor had only positive 

feedback for us. Not only have her eyes been protected 

though a tumor has threatened to destroy 

her ability to see, her eyes 

h ave impro ved f ro m the 

patching, and are now seeing 

with equal strength. 

T he p o w e r o f h e a ling i s 

amazing! The power of God 

is undeniable. 

May 12, 2010 

I have always been a planner. 

Since Elora's diagnosis, my 

focus is on one day at a time. 

Initially, I found it suffocating 

to be confined to one day but emotionally 

and mentally and even 

some days physically I couldn't 

move ahead. A year has passed, 

and I am still living within the 

parameters of each day but I funct 

ion i n i t s f ramework. I see t he 

details of the day and take advantage 

of every minute. Many days feel longer 

than ever before and some days I wish 

had just a couple more hours. I have 

accepted that anything can happen, 

things will change, and I'm not in 

control. I can't plot out a plan with 

certainty that isn't my design. I am 

trusting God's design, following His 

plan. I have hope in the now and 

t h e f uture , b e c a use He is i n 

charge! 

May 17, 2010 

To morro w w e w i l l c e l e b rate 

Elora’s third birthday. She is 

gro w i ng up so f a st a nd i s 

becoming a little lady. She 

enjoys laying out her clothes 

e ver y night a s she looks 

ahead to the next day and 

what joy it will bring. She always 

asks, "What we do tomorrow?" Last night she chose 

her cowgirl boots, jean skirt, pink shirt, and her new birthday 

cowgirl hat to wear to the clinic. Then she began building 

excitement for the next day as she climbed into her bed. 

Continually on the lookout for a new tune, Elora recently 

found Hank Williams' song, "Hey Good Lookin’." When the 

nurses asked what was new this afternoon, 

Elora performed her rendition of the song 

dressed in the perfect outfit. Before I knew 

it, she was asked to visit the nurses' station 

and put on a show for all the nurses. 

She obliged and had the giddy up in her 

step and the twang in her voice making 

everyone's heart smile in a space that is 

typically so heavy with tension. After 

much applause, she began her treatment 

with a smile on her face. 

" Yo u h a ve t u r n e d f o r m e m y 

m o u r n ing i n t o d a n cing; Yo u 

have put off my sackcloth and 

clothed me with gladness, to 

the end that my glory may sing 

p r a i s e t o Yo u a n d n o t b e 

silent. O Lord my God, I will 

give thanks to You forever." 

Psalm 30:11-12 

When I read this scripture, I can't help but 

smile at how perfectly it fits. Every challenge for Elora is 

met with God's gift of peace and comfort. She 

d a n ces a n d s i n g s b e c a u s e o f H i s 

goodness! It is my job to 

catch her shining with His 

g l o r y a n d s h a re it w i t h 

e veryone. H o w c a n I b e 

silent? 

I l o ve m y c h i l d re n . M a n y 

nights when I sit down after 

insuring my three ladies are 

clean, fed, in their pajamas, 

read to, and nestled in their 

beds, I realize that every minute 

of my day was consumed by their 

needs. Their challenges become 

my greatest concerns, and my love 

for them allows me to fill roles I 

never anticipated. My girls are my 

bright spots. ■ 

Leah Watkins grew up in Jamestown, New 

York. After graduating from Houghton College, 

she began teaching. She is married to Charlie 

Watkins. Together they have three daughters, ages 3, 5, and 7. 


family 

Autumn 

If I were a season, I would choose to be summer. I love 

the month of June with the anticipation of summer on its 

way and all of the plans I have ahead of me with the sun's 

warmth and no schedule. When September approaches, I 

feel like I go into a bit of disappointment that another 

summer is over, my children are a year older, and I didn't 

get to do everything I had on my summer list because I ran 

out of time. But, when I get to the month of October, I 

begin to feel energetic and lively again. I would like to 

share some of my favorite October things with you. 

Cool nights, crunchy leaves, bonfires, football games, 

hayrides, harvest festivals, pumpkins and apples. Colorful 

leaves, pinecones, acorns and squirrels in my backyard 

picking up hundreds of nuts on my trees. They bring them 

BY DEBRA FIELD 

MOTHER OF TWO 

all in our barn and store them for the winter. I don't care; 

it's an old barn anyway. I'm glad to share it with them. I 

love the scarecrows and Halloween decorations on houses 

as I walk the neighborhood. Each house is unique in its 

own way. There are huge inflatable decorations that scare 

my dog to walk past. Corn mazes, craft shows, cider, 

caramel apples and the smell of kettle corn in the air. Sun 

flowers, mums, corn stalks, and gourds. 

If you have the opportunity, please drive to Allegany State 

Park this month. This is a place that is absolutely breathtaking 

during autumn. Some of my best pictures were 

taken there in mid October. The lake looks just like glass, 

the leaves are in full change of color and the air is crisp 



AUTUMN FROM PAGE 11 

and cool. It is perfect for riding your bike around the lake 

on the bike path. There is something about this place that 

makes you forget about everything in your life and 

brings you a sense of peace. Families are 

everywhere still enjoying picnics to 

get in the last bit of good 

weather before the winter 

season begins. 

Each one finds their 

own special picnic 

table that they feel 

is perfect spot for 

their family gathering 

and a place away from it 

all. People are fishing, 

kayaking, playing on playgrounds, 

trying to catch crayfish, 

cooking on grills, and listening 

to the football game on 

their radios. This place has special 

meaning for my family and 

for me. I hope to continue to go 

here until I'm old and gray, and I 

know my children will share it with 

their families and friends as they grow 

up. 

Then we finish off the month with Halloween. 

When people think of Halloween, they either love it or 

they hate it, and I happen to be one of those 

people who absolutely love it. I 

have been invited to costume 

parties in my day that 

were amazing. There is 

something 

about 

witches, 

spider 

webs, ghosts, and 

the 

Monster 

Mash that brings 

out the fun in 

me. 

I like the 

"what are you going 

to be for Halloween" 

thing. I always enjoyed 

working at my children’s 

schools for their fun fairs, 

and I have one more year 

before that will be over. 

If 

you have a young child, I suggest 

you work at their school 

fair as well. I always had a better 

time working it or running it 

than I ever would have just being 

my child's parent for the night. 

My 

kids always loved that I was there and they 

helped me with games or setting up. Even though those 

were busy days for me, I look back at them with good 

memories. We sure had fun. 

So, in between rain drops this month, get out there and 

take a look around at the leaves and the decorations. Go 

buy some kettle corn and make sure to buy some pumpkins. 

And most importantly, if your child's school is having 

a fun fair, call the school and ask if you can help. I guarantee 

you will be glad you did. ■ 

Debra Field is married to Darren Field and has two children, Andrew and 

Danielle. She sings in the St. James Church Folk Group and works part 

time as the Retirement Distribution Coordinator for the Weinberg Financial 

Group. 


family 

Discover why science 

is the M.V.P. of your 

favorite sports! 

Now taking reservations for private 

exhibit & RapidShot rentals! 

Learn more at 

www.sciencebuff.org 

or 716.896.5200 

Created in partnership with 

Media Partner 

Buffalo Museum of Science 

Buffalo Museum of Science 

Now Open thru Jan. 6 

o 

N 

w 

o 

No 

N 

w 

No 

alo Museum of S 












Buffalo Museum of S 

Buff 

Buff 

Buff 

Buff 

Buff 

















Buff 

Buff 

Buff 

Buff 

Buff 

Buff 





























Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 



























Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 





























Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 
























Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 















Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Now 

No 

Buff 

Buff 

No 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 


Buff 


Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 



Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 


Buff 

Buff 





















































































































































































































































































Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 




Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 

Buff 










Buff 

Buff 





Buff 

Buff 

Buff 

Buff 



















ow 

ow 

N 

w 

N 

w 

o 

N 

ts! 

ts! 

orts! 

e spor 

e sp 

e sp 

orite sp 

orit 

orit 

orit 

avorit 

av 

av 

f 

ts! 

ts! 

orts! 

or 

e spor 

e sp 

e sp 

e sp 

orite sp 

orit 

orit 

avorit 

av 

av 

av 

f 

ts! 

ts! 

orts! 

or 

e spor 

e sp 

e sp 

orite sp 

orit 

orit 

orit 

avorit 

av 

av 

f 

ts! 

ts! 

orts! 

or 

e spor 

e sp 

e sp 

e sp 

orite sp 

orit 

orit 

orit 

avorit 

av 

fav 

f 

ts! 

ts! 

ts! 

orit 

orit 

orit 

orit 

orit 

f 

. of y 






. of your 

our 

our 







is the M.V.P. of y 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

our 

our 

our 

our 






.P. of y 

is the M.V.P 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

our 

our 

our 







is the M.V.P 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

our 

our 

our 

our 







is the M.V.P 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 







is the M.V.P. of y 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

y sc 

y sc 

y sc 

y sc 

y sc 

y sc 

e 

ienc 

ienc 

ienc 

ienc 

y scienc 

y sc 

y sc 

y sc 

er why sc 

er wh 

er wh 

er wh 

er wh 

er wh 

iscover wh 

isc 

isc 

isc 

D 

e 

ienc 

ienc 

ienc 

ienc 

y scienc 

y sc 

y sc 

y sc 

y sc 

er why sc 

er wh 

er wh 

er wh 

er wh 

iscover wh 

isc 

isc 

isc 

D 

e 

ienc 

ienc 

ienc 

ienc 

y scienc 

y sc 

y sc 

y sc 

er why sc 

er wh 

er wh 

er wh 

er wh 

er wh 

iscover wh 

isc 

isc 

isc 

D 

e 

ienc 

ienc 

ienc 

ienc 

ienc 

y scienc 

y sc 

y sc 

y sc 

er why sc 

er wh 

er wh 

er wh 

er wh 

er wh 

iscover wh 

isc 

isc 

D 

ienc 

ienc 

ienc 

ienc 

ienc 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

isc 

isc 

isc 

isc 

D 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

isc 

isc 

isc 

isc 

p 6 

Open thru Jan 

w 6 

Open thru Jan. 

w 6 

Open thru Jan 

w 6 

Open thru Jan 

w 6 

J 

h 

O 

ience 

ienc 

ienc 

ienc 

ienc 

ienc 

alo Museum of Scienc 











e 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 













e 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 



























e 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

























e 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 


























alo Museum of S ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

























ienc 

ienc 

ienc 

ienc 

ienc 

ienc 














isc 

isc 

Disc 

Disc 

isc 

isc 

Disc 

Disc 

D 

o 

isc 

isc 

isc 

isc 

isc 

isc 

isc 

isc 

isc 

isc v 

isc 

isc 

isco 

isc 

isc 

isco er wh 

iscov 

isc ver wh 

o er wh 

o er wh 

ver wh 

er wh 

er wh 

er wh 

er wh 

er wh 

ver wh 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

er why sc 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

er wh 

er why sc 

er wh 

er wh 

er wh 

er wh 

er why sc 

y sc 

er why sc 

y sc 

y sc 

y sc 

y sc 

y sc 

y sc 

y scienc 

y sc 

y sc 

y sc 

y sc 

y scienc 

y sc 

y scienc 

y sc 

y sc 

y scienc 

y sc 

y scienc 

ienc 

ienc 

ienc 

y scienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ience 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ience 

ienc 

ienc 

ience 

ience 

ienc 

ienc 

ienc 

y scienc 

y sc 

y sc 

y sc 

er why sc 

er wh 

er wh 

er wh 

er wh 

er wh 

er why sc 

er why sc 

iscover why sc 

isc 

isc 

isc 

Disc 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. 

is the M. .P 

is the M. 

is the M.V 

is the M. .P 

is the M.V.P 

V 


.P 


.P 

.P 


.P 

























our 

our 

our 

our 

our 

our 

our 

our 

our 

our 

our 

our 






.P. of your 



.P 

.P 

.P 


.P 







V.P 

V.P 

V.P 

V.P 

V.P 

V.P 

V.P 

V.P 

V.P 

is the M.V.P 

fav 

fav 

f 

orit 

fav 

fav 

av 

avorit 

avorit 

avorit 

avorit 

orit 

orit 

orit 

avorit 

orit 

orit 

orit 

orit 

orit 

orit 

orit 

orit 

orit 

orit 

orite sp 

orit 

orit 

orit 

orite sp 

orit 

orite sp 

orit 

orit 

orite sp 

e sp 

orite sp 

e sp 

orite spor 

e sp 

e sp 

e spor 

e sp 

e sp 

e sp 

e sp 

ts! 

e spor 

e spor 

or 

e spor 

orts! 

orts! 

orts! 

orts! 

or 

orts! 

ts! 

ts! 

ts! 

ts! 

ts! 

ts! 

ts! 

ts! 

ts! 

ts! 

ts! 

orts! 

orite spor 

orit 

orit 

orit 

orite sp 

orite sp 

orite sp 

orite sp 

avorite sp 

av 

av 

av 

av 

av 

avorit 

avorit 

avorit 

avorit 

avorit 

avorit 

fav 

fav 

fav 

fav 

fav 

w 6 

w Open thru Jan 

Open thru Ja 

w 6 



6 

O th J 6 













































































































alo Museum of Sc 


















ienc 


ienc 

cienc 

ienc 

cienc 

ienc 



ienc 

cienc 

ienc 

ienc 

cienc 

ienc 

ienc 

ienc 

ienc 

ienc 

cienc 

ienc 

ienc 

ienc 

cienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ience 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ience 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ience 

ienc 

ienc 

ienc 

ienc 

ienc 

ience 

ienc 

ience 

ience 

ienc 

ience 

ience 

ience 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ience 

cienc 

ienc 

ienc 

ienc 

ienc 

ienc 

cienc 


ienc 

cienc 

ienc 

cienc 

cienc 


ienc 


















































e 































ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ienc 

ience 

ience 

ience 

ience 

ience 

ience 

ience 

ience 

ience 

ience 

ience 

ience 

cienc 

cienc 

cienc 

cienc 

cienc 

cienc 

cienc 

cienc 

cienc 

cienc 

cienc 

cienc 

cienc 





w 

p 

Op 

w 

e 

Op 

Op 

n 

O 

e 

O 

e 

p 

n 

p n h 

e 

r 

hr 

h u 

th 

th 

t 

r 

t 

r 

t 

ru 

h u 

h u 

r 

a 

Ja 

r 

J 

r 

n 

Jan 

J n 6 

. 

a . 6 

n 

J 6 

Ja 

J 

r 

hr 

p th 

w Ope 

ed in partnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 


ed in par 

ed in par 

ed in par 

ed in par 

ed in par 

ed in par 

ed in par 

ea 

rea 

C 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 


ed in par 

ed in par 

ed in par 

ed in par 

ed in par 

eated in par 

Crea 

C 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 


ed in par 

ed in par 

ed in par 

ed in par 

ed in par 

ed in par 

ed in par 

ed in par 

ea 

ea 

C 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 

tnership with 


ed in par 

ed in par 

ed in par 

ed in par 

ed in par 

ted in par 

Cr 

tner 

tner 

tner 

artner 

edia Par 

edia P 

edia P 

edia P 

edia P 

edia P 

M 

tner 

tner 

tner 

edia Partner 

edia P 

edia P 

edia P 

edia P 

edia P 

edia P 

edia P 

M 

tner 

tner 

tner 

artner 

edia Par 

edia P 

edia P 

edia P 

edia P 

edia P 

Media P 

edia P 

edia P 

edia P 

Media P 

N w tak 

w tak 

ow tak 

N w tak 

w tak 

w tak 

N w tak 

w tak 

Now tak 

tnership with 

Now tak 

N w tak 

N w tak 

w tak 

w tak 

w tak 

w tak 

w tak 

ow tak 

w tak 

w tak 

w tak 

w tak 

Now tak 

ed in par 

ed in par 

eated in par 

Crea 

artner 

edia Par 

edia P 

Media P 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

.org 

ebuff.or 

ebuff 

ebuff 

ebuff 

.sciencebuff 

.scienc 

ww.scienc 

w 

g 

.or 

.or 

ebuff.or 

ebuff 

ebuff 

ebuff 

.sciencebuff 

.scienc 

.scienc 

.scienc 

.scienc 

ww.scienc 

w 

g 

.or 

.or 

ebuff.or 

ebuff 

ebuff 

ebuff 

.sciencebuff 

.scienc 

.scienc 

.scienc 

.scienc 

www.scienc 

or 716.896.5200 

ebuff 

ebuff 

ebuff 

ebuff 

.sciencebuff 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

e a 

earn more a 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

L 

e a 

earn more a 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

L 

t 

e a 

e a 

earn more a 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

L 

t 

L 

apidS 

apidS 

apidS 

apidS 

apidS 

tals! 

tals! 

entals! 

hot ren 

hot r 

hot r 

apidShot r 

apidS 

apidS 

apidS 

xhibit & RapidS 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

e 

tals! 

tals! 

tals! 

entals! 

en 

hot ren 

hot r 

hot r 

apidShot r 

apidS 

apidS 

apidS 


xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

e 

tals! 

tals! 

tals! 

entals! 

hot ren 

hot r 

hot r 

apidShot r 

apidS 

apidS 

apidS 


xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

e 

tals! 

tals! 

tals! 

tals! 

hot r 

hot r 

hot r 

hot r 

apidShot r 

apidS 

apidS 

apidS 


xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

or priv 

or priv 

or priv 

or priv 

or priv 

or priv 

ing r 

ing r 

ing r 

ing r 

e 

or priva 

or priv 

or priv 

or priv 

or priv 

tions for priv 

tions f 

tions f 

tions f 

tions f 

eservations f 

eser 

eser 

ing reser 

ing r 

ing r 

ing r 

w taking r 

w tak 

w tak 

e 

or priv 

or priv 

or priv 

or priv 

or priv 


tions f 

tions f 

tions f 

eservations f 

eser 

eser 

ing reser 

ing r 

ing r 

w taking r 

w tak 

w tak 

e 

or privat 

or priv 

or priv 

or priv 

or priv 

or priv 


tions f 

tions f 

tions f 

eservations f 

eser 

eser 

ing reser 

ing r 

ing r 

w taking r 

w tak 

w tak 

or priv 

or priv 

or priv 

or priv 

or priv 


tions f 

tions f 

tions f 

tions f 

tions f 

ing r 

ing r 

ing r 

w taking r 

w tak 

w tak 

e sp 

e sp 

e sp 

e sp 

e sp 

e sp 

e sp 

e sp 

ts! 

ts! 

orts! 

e spor 

e sp 

e sp 

e sp 

orite sp 

orit 

orit 

orit 

avorit 

av 

av 

fav 

fav 

av 

avorit 

avorit 

orit 

orit 

orit 

orit 

orit 

orit 

orit 

orit 

orite sp 

orit 

orite sp 

orite sp 

e sp 

e sp 

e sp 

e spor 

e sp 

e sp 

e sp 

e sports! 

or 

orts! 

orts! 

ts! 

ts! 

ts! 

ts! 

e sports! 

orite sp 

orit 

avorite sp 

av 

avorit 

favorit 

w tak 

fav 

w tak 

w tak 

w tak 

w tak 

w tak 

w tak 

w tak 

w tak 

w taking r 

w tak 

w tak 

w taking r 

w tak 

w taking r 

w taking r 

w taking r 

w taking r 

ing r 

w taking r 

ing r 

ing r 

ing r 

ing r 

ing reser 

ing r 

ing r 

ing r 

ing r 

ing r 

ing r 

ing r 

ing r 

ing reser 

eser 

ing reser 

ing reser 

ing r 

ing reser 

eser 

eser 

eser 

eser 

eser 

eser 

eser 

eser 

eser 

eserv 

eser 

eser 

eser 

eser 

eser 

eser a 

eser 

eserv 

eserva 

eser 

eser a 

v tions f 

v tions f 

v tions f 

ations f 

ations f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 


tions f 

tions f 

tions f 

tions f 




or priv 

or priv 

or priv 

or priv 

or priv 

or priv 

or priv 


or priv 

or priv 

or priv 

or priv 

or priv 

or priv 

or priv 

or priv 

or priv 

or priv 

or priv 

or priv 

or priv 

or priva 

or priv 

or priv 

or priv 

or priv t 

or priv 

or priv 

or priva 

or priv 

or priv 

e 

or priv te 

ate 

or privat 

or priv 


tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

tions f 

eserv 

eser 

ing reser 

ing r 

ing r 

ing r 

w taking r 

w tak 

w tak 

w tak 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 

xhibit & R 


xhibit & R 

xhibit & R 

xhibit & R 


xhibit & R 

xhibit & R 

xhibit & R 


apidS 

apidS 

apidS 


apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidS 

apidShot r 

apidS 

apidShot r 

apidShot r 

apidS 

apidS 

apidShot r 

apidShot r 

apidShot r 

hot r 

apidShot r 

hot r 

hot r 

hot r 

hot r 

hot ren 

hot r 

hot r 

hot r 

hot r 

hot ren 

hot ren 

hot ren 

hot r 

hot rentals! 

en 

en 

entals! 

tals! 

tals! 

entals! 

entals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

tals! 

hot r 

hot r 

hot r 

hot r 

xhibit & RapidShot r 

xhibit & R 

exhibit & R 

earn mor 

earn mor 

Learn mor 

earn mor 

Learn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn mor 

earn more a 

earn mor 

earn mor 

earn mor 

earn more a 

earn mor 

earn more a 

earn more a 

earn mor 

earn more a 

e at 

e at 

e a 

e a 

earn more a 

earn mor 

Learn mor 

ww 

ww 

www 

ww 

.scienc 

w 

.scienc 

w.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

.sciencebuff 

.scienc 

.scienc 

.scienc 

.scienc 

.sciencebuff 

.scienc 

.scienc 

.sciencebuff 

.sciencebuff 

ebuff 

ebuff 

ebuff 

ebuff 

ebuff 

ebuff 

ebuff 

ebuff 

ebuff 

ebuff 

ebuff 

ebuff 

ebuff 

ebuff 

ebuff.or 

ebuff 

ebuff.or 

ebuff.or 

.or 

.or 

.or 

ebuff 

g 

.or 

.org 

.or 

.org 

.org 

.or 

.or 

.or 

ebuff.or 

ebuff 

ebuff 

ebuff 

.sciencebuff 

.scienc 

.scienc 

.scienc 

.scienc 

.scienc 

www.scienc 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

or 716.896.5200 

Sweet Repeats 

Children’s Consignment Shoppe 

www.sweetrepeatny.com 

1739 Foote Ave. Ext., Jamestown • 716-483-0109 

50% OFF COUPON 

See Dora! 

October 6th • 10am-2pm 

Join the Event On Our Facebook Page For A

family 

October 2012 PG MAGAZINE 13 

Back to School 

Child Care 

Schedules 

Since summer has ended your family now has to get back 

into a school routine. This may be complicated and stressful at 

first, as you have to get your children ready for school every 

day. As time goes on it will become easier for you and your 

children to get readjusted to your daily routine. However, you 

also might have to readjust your child care schedule to accommodate 

the returning school schedule. This too may be a 

stressful task at first but with some planning and discussion 

with your child care provider it can be done successfully. 

First decide what your new child care needs are. Do you have 

school age children that will need before and after school 

child care? Do you also have a younger child that still needs 

BY HEIDI WOODARD 

RESOURCE & REFERRAL COUNSELOR, 

CHAUTAUQUA OPPORTUNITIES 

full day child care? Be sure you are fully aware of what day and 

times you will need child care during the school year. Are 

there holidays and school vacations where you work and will 

you need someone to watch your children? Do you have family 

members or friends that are 100% sure they can cover your 

child care needs? Or will you need a licensed/registered 

provider to help with your child care needs? 

Next, once you have fully assessed your child care situation, 

you can begin to discuss your needs with your current child 

care provider. If you do not have a child care provider, you will 

need to find a provider that can be available to watch your 

continued on page 14 ➤➤➤

family 

CHILD CARE FROM PAGE 13 

children during the needed times. The Child Care Council (a 

division of Chautauqua Opportunities, Inc.) can help you find 

a child care provider by tailoring a listing of licensed and registered 

child care 

providers to meet your 

needs, for more information 

call 1-800-424-4532. 

Make sure your child care 

provider remains within 

their child care capacity 

when your children return 

to school, and during 

school vacations. It is 

important to know that 

your provider will have 

open slots for your children, 

when you need child 

care. 

After discussing your child 

care needs with your child 

care provider, begin to 

make your family a child 

care schedule. If there is 

more than one adult in 

the home you both will 

need to know where your 

children are at all times, the children may be at school, child 

care, with family, or involved in special programming or activities. 

Make sure all adults that need your child’s schedule, have 

it. It is important for everyone to be on the same page. Your 

child might have a new 

drop off and pick up 

schedule when school 

starts, and this may 

involve a child care 

provider that does your 

before and after school 

care. It is important to 

get your family members 

and children knowledgeable 

of your new child 

care schedule. 

You will help your children 

and family adjust to 

the new school year. 

There will be activities to 

participate in, homework 

to do, and parent-teacher 

conferences to attend. 

You will also help your 

family, children, and 

child care provider get 

adjusted to the new child 

care schedule. Doing so may take some time, but it will run 

smoothly as long as you have detailed discussions with everyone 

involved. Having a child care provider lined up for holidays 

and school breaks, will also reduce your family’s stress 

when these holidays and breaks come up in the calendar year. 

Doing the leg work now and getting your family ready for holidays 

and school breaks will save your family from frantically 

looking for a child care provider when the next school holiday 

comes up. Being prepared now will allow both you and your 

child to have a happy, healthy school year. ■ 

Heidi Woodard is a resident of Jamestown, NY. She graduated from 

Jamestown Community College with honors, and earned an Associates degree 

in Social Sciences. She also graduated from SUNY Fredonia with highest honors 

earning a Bachelor’s degree in Social Work. She is currently employed 

with the Chautauqua Child Care Council a service of Chautauqua Opportunities, 

Inc. 

Parents and children learn 

the joy of music together 

Sterling silver charms from $25 

 

 


Sponsored by Community Music Project Inc. 

715 Falconer St. Jamestown, NY 14701 

Call for Information - 763-7425 

Openings Still 

Available 

REGISTER NOW!!!! 

• Foster your childʼs love for learning through music and movement classes 

• Internationally recognized curriculum 

• Keyboard Prep & Keyboard Classes for ages 4 to 9 

• Fun for parents and children alike 

• Certified teaching staff- Musikgarten techniques 

A licensed provider of learning

The Polar Express 

Comes to Medina, NY 

The Medina Railroad Museum will 

bring The Polar Express train ride 

event to Medina this holiday season! 

The Polar Express train rides are 

based on the holiday feature film 

from Warner Bros. Pictures and the 

beloved children’s book, by Chris 

Van Allsburg, about a doubting 

young boy who takes an 

extraordinary train ride to the North 

Pole on Christmas Eve. 

Set to the sounds of the motion 

picture soundtrack, pajama clad 

passengers will relive the magic of 

the story as this nighttime train 

whisks families away for an 

unforgettable ride to the North Pole. 

During the journey, the Conductor 

will punch tickets and Chefs serve hot 

chocolate, followed by a reading of 

PAID ADVERTISEMENT 

Van Allsburg’s classic. At the North 

Pole, Santa will board the train and 

greet the children! And Santa has a 

gift for those who truly believe - a 

silver sleigh bell. 

Medina Railroad Museum joins over 

thirty other officially licensed Polar 

Express Train Ride events nationwide 

this holiday season. The Polar 

Express holiday schedule consists of 

24 train departures in November and 

December leading up to Christmas 

from the Medina Railroad Museum at 

530 West Ave., Medina NY on 

November 24 & 25, and December 1, 

2, 8, 9, 15,16, 22 and 23 at 3:30, 4:40 

and 5:55 pm. 

Tickets are on sale now and start at 

$23.00 for everyone over 2 years old 

for the 3:30 pm daylight special, 

$28.00 for standard class at 4:40 and 

5:55. First Class tickets are also 

available on a limited basis and are 

$45.00 for everyone over 2 years old. 

Along with upgraded seating, all 

First Class passengers will receive 

their own Polar Express ceramic 

souvenir cocoa mug! No first class 

seating at 3:30 on the daylight special. 

For tickets and event information, call 

Medina Railroad Museum at 585- 

798-6106 or visit 

www.railroadmuseum.net 

www.polarexpressride.com. 

or 

Be sure to make your reservations 

early as these trains are expected to 

sell out quickly. “All Aboard!” - for 

those who truly believe! 


omen’s Services is a Pregnancy 

W Resource Center serving this area for 26 

years. All of our services are offered at no 

charge. We are a 501(c)3 non-profit 

organization. We offer free pregnancy testing, 

information about options, and community 

referrals. In addition, we offer the HOPE 

Program of education and material assistance. 

Women experiencing a first time pregnancy 

visit the center on a weekly basis and are 

involved in an educational program providing 

information on fetal development, labor and 

delivery, early infant care, and all aspects of 

parenting. This program also provides STD 

awareness, relationship building, and life 

skills information. As the clients complete an 

educational component, they receive HOPE 

coupons which they can use to shop in the 

HOPE Baby Room. This allows a woman to 

earn some of the things they will need for their 

baby. Women enrolled in the HOPE Program 

also receive other gifts for participation. 

Women’s Services also provides a Teen 

Pregnancy Prevention and STD Awareness 

Program in many of the area schools and for 

many community groups. The W.A.I.T. 

PAID ADVERTISEMENT 

Women’s Services of 

Chautauqua County 

Training Program focuses on how to build 

healthy love relationships. This program seeks 

to help the student to identify personal assets 

and to empower them to seek healthy life 

choices. 

Sexual abstinence, as well as abstinence from 

alcohol and drug use, is suggested as a wise 

choice in achieving ones hopes, dreams, and 

goals for the future. This is a nationally taught 

curriculum written for the public school. Our 

instructors are certified in the 

curriculum. There is no charge to the school 

district for this program. We present both a 

version for 7th or 8th grade and a High School 

version. Ask your school if they are hosting 

The W.A.I.T. Training Program. For 

scheduling call 664-5459. 

Women’s Services is a warm and comforting 

place for women who might need emotional 

support as well as education. We recently 

moved to our new location in the Westgate 

Professional Building at 560 W. Third 

Street. We are on the ground floor in the front 

of the building with free parking available. We 

see clients on Monday evening starting at 6:30 

pm, Tuesday afternoon starting at 1:00 pm and 

Thursday morning and early afternoon starting 

at 10:00 am. Please call 484-1234 to make an 

appointment. 

Women’s Services is committed to giving the 

support needed to help a woman carry her 

child to term and be prepared for 

parenting. We do several fundraising events a 

year and we also receive support from many 

area individuals, businesses, organizations, 

churches and local grants. Please visit our 

website at www.pregnant-help.org and follow 

us on 

Women’s Services of Chautauqua County 

Women’s Services of Chautauqua County opened in June of 1986 to serve any 

woman who found herself in an unplanned pregnancy situation. 

• 24 Hour Hotline 

• FREE Pregnancy Tests 

• Pregnancy Counseling 

• The Hope Program 

This program allows a woman to 

“earn” what she needs for her baby 

while being a part of a supportive, 

educational, personal growth 

program. 

Services 

• Abstinence Counseling 

• STD Information 

• Ongoing friendship and 

support throughout pregnancy 

• Community Referrals 

• Post-Abortion Groups 

“Her Choice To Heal” 

All Services 

Are Free & 

Confidential 

• Relationship Education 

W.A.I.T. Training Program 

Learn the benefits of building 

healthy relationships and choosing 

sexual abstinence. 


Making the right decision for you and your baby can bring emotional peace in spite of pain. 

Compassionate people want to help you get through this tough time, one step at a time. 

Westgate Professional Building 

560 W. Third St., Jamestown, NY 14702-0911 

Phone/Fax: (716) 664-5459 • Client Line: (716) 484-1234 

www.pregnant-help.org

education 

FOSTERING 

A LOVE 

FOR 

POETRY 

BY SUSAN M. SONGSTER-WEAVER 

RETIRED TEACHER 

Inever thought I would love poetry, but I do. I never 

thought I could teach poetry, but I've given it my best in the 

classroom. And, I never thought I could get my students to 

want to write poetry, but I've been greeted with cheers, from 

both the boys and the girls, in the classroom when it has been 

on the agenda. Why? Because poetry has changed over the 

years and become more fun, less rule-governed and extremely 

kid friendly. 

Back in the 1960's, when I was in grade school, most of the 

poetry we read and learned about rhymed and had rigid patterns. 

When I was told to write a poem, I can still remember 

the beads of sweat on my brow as I struggled with the assignment 

for hours at the dining room table. For the life of me, I 

couldn't come up with rhymes that made sense and stick to the 

pattern. Then, after being introduced to the works of Emily 

Dickinson, God rest her soul and her pen, I was completely 

overwhelmed. I had a really hard time figuring out what she 

was talking about. The result? An adverse reaction to poetry. 

Reading and writing it was so difficult and confusing that it 

made me feel stupid. So, I avoided it, that is until I was discovered 

Shel Silverstein while student teaching. 

Shel Silverstein, (1930 – 1999), was my “Poetry Savior.” I 

opened his book, Where the Sidewalk Ends (New York: Harper 

& Row Junior Books, 1974) and read it from cover to cover. 

Then I bought and read A Light in the Attic (New York: Harper 

& Row, 1981). His poetry was fresh, funny and kid friendly! 

This was my introduction to “Free Verse” poetry and I fell in 

love with it. 

When I became the writing teacher at Southwestern Elementary, 

I found an abundance of resources dedicated to teaching 



education 

FOSTERING A LOVE FOR POETRY FROM PAGE 17 

poetry. One book, Calliope (Lipson, Greta and Romatowski, 

Jane. Carthage: Good Apple, Inc., 1981), became my “go-to” 

source. I found every kind of poetry imaginable in that book 

from Acrostic to Cinquain to Haiku to Limericks and many in 

between. The book's artwork and some of the teaching suggestions 

were a little outdated, but it provided me with the basics 

of each form. I was off and excited about teaching poetry. 

During the school year, we embedded poetry into the seasons 

and the curriculum. A form called “Senses Poems” fit perfectly 

with autumn. There are so many things to see, hear, smell, 

taste and touch in the fall. Once we modeled the process and 

gave the children a few examples, they were eager to talk 

about the colorful leaves, the honking of the geese, the smell 

of hot chocolate, the taste of cold apple cider and the feel of a 

soft, warm sweater. We made lists of their ideas on chart paper 

and they chose what they wanted to put in theirs. Every poem 

was different and the writers beamed with pride when we displayed 

them in the hallway. 

For holidays, we always tried to do some type of poetry for the 

children to share with their families or give as gifts for example 

on Mother’s Day or Father’s Day. A favorite form was 

Acrostic. Acrostic poetry consists of writing a word in capital 

letters down the left side of the paper, for example MOTHER. 

Then, you write words or phrases that starts with each letter. 

Like - My mom is the best, On my birthday she bought me, 

The coolest, Hot wheel car you, Ever saw painted, Red with 

sparkles. 

Some of the most amazing examples of Acrostic poetry I’ve 

come across are in four books by Steven Schnur. One of my 

favorites is Autumn, An Alphabet Acrostic (New York: Clarion 

Books, 1997). The other ones are about winter, spring 

and summer. 

You can help foster a love of poetry with your child. Spend 

some time reading funny poetry with him or her. Children love 

to laugh and be silly. Try writing some and encourage your 

child to help. Research different poetry forms on the internet 

or at the library. Ask your child’s teacher for some ideas. The 

more poetry you expose your child to, the better it will be for 

them and for you. Speaking of that, maybe I should go back 

and give Emily Dickinson another try. Happy parenting! ■ 

Susan M. Songster-Weaver is a retired teacher who lives in the Town of Ellicott 

and Palmetto, Florida. She is a graduate of Jamestown Community College and 

State University College at Buffalo. Her teaching degree is in Exceptional Education 

with a Masters in Learning and Behavioral Disorders. She also has K-6 

Elementary Education certification and a extension in Middle School English. 

Before coming to the Jamestown area, she taught High School Resource Room 

and eighth-grade English. Here, she taught Writing, Gifted/Talented and remedial 

ELA classes at Southwestern Elementary School. Currently, she still substitutes 

at Southwestern, teaches a Young Writers' Workshop at Chautauqua Institution 

and is a contributing writer for the Chautauqua Watershed Conservancy's column 

in the Sunday Post Journal. 

PARENTS FOR PARENTS SUPPORT GROUP 

LEARNING. SHARING. SUPPORTING. 

Parents for Parents Support Group is 

a parent-directed group offering programs, 

services, and support networks for 

famillies of children with special needs. It 

empowers families to become effective advocates 

and to help their children reach their full 

ety. 

For more information call 716-661-1057. 

COPING. GROWING. SURVIVING. 

A COMMUNITY ACTION PARTNERSHIP 

Visit us at www.resourcecenter.org 


education 

Cognition – 

The Foundation 

of Learning 

The word “cognition” means “knowing” that occurs 

through the mental processes of thinking, remembering, 

judging, and problem solving. These are higher-level functions 

of the brain and encompass language, imagination, 

perception, and planning” (Van Wagner, 2008). We cannot 

see someone’s knowledge. We cannot lift the top off of a 

skull and peer into the brain to see if it has knowledge. We 

can, however, tell if a person knows something by the 

behaviors they show. If a child can add two single digit 

numbers together and come up with the right answer 

many times, and in a quick time frame, we can assume that 

the child can fluidly and accurately add single digit numbers. 

If many errors occur in the addition and/or the child 

takes a very long time to complete the problems, then we 

can assume that the knowledge isn’t quite there, yet. 

Aside from the natural body functions we have, such as 

breathing, reflexes and similar things, like closing your 

eyes when something comes close to them, all things are 

learned. As your brain engages in this learning, your cognition 

grows and develops. You may think that cognitive 

skills are just a part of a person; already hardwired into the 

brain based on genetics. But this is only half of the equation. 

Cognitive skills are developed and refined over time, 

just like any skill set. Further, a strong foundation of cognitive 

skills makes academic learning easier. 

How do we go about developing these skills? Well, first we 

need to understand that most concepts are related in some 

way. There is always a color, shape, year, use, etc., in common 

between concepts. Take the sun, for instance. It is 

round. It is yellow. It is hot. It is far away. We see it in the 

sky. There is an endless list of similarities between the sun 

BY MARY ROCKEY, PH.D., BCBA 

DIRECTOR OF PUPIL SERVICES, 

RANDOLPH CENTRAL SCHOOL 

and other concepts. When we create interrelatedness 

between various concepts, the brain categorizes the new 

concept in several different places and with several other 

concepts. This helps to broaden the actual understanding 

of the concept and demonstrate how it relates to other 

things in the world. It avoids isolation in categorizing and 

storage of concepts in the human brain. Isolated concepts 

are much harder to retrieve. 

Another essential for the development is cognitive skills is, 

what one could call, a thirst to understand. Sometimes we 

see this in children when they ask “why” to almost everything. 

It brings back the saying “inquiring minds want to 

know.” In order to develop cognitive skills you have to 

want to know something. Ask questions like “How does 

that work?” “Why do you think it is ___?” “When might 

you go to see something like _____?” An inquisitive brain 

is a cognitively alert brain that is searching for answers. 

This, of course, causes us to use cognitive skills. And, like 

any skill, it gets better with use. 

So as you go through the fall, work on these skills with 

your children. You could read a book and talk about how it 

relates to something the child has experienced, or talks 

about the taste of an apple, or lie in a big pile of fall leaves 

and make pictures out of clouds. Each requires cognitive 

thinking and each will help develop your child’s cognitive 

skills. ■ 

References: psychology.about.com 

Mary Rockey, Ph.D., BCBA is the Director of Pupil Service at Randolph 

Central School. 


ook reviews BY 

PRE K-1ST 

YOKO LEARNS TO READ 

BY ROSEMARY WELLS (Disney Hyperion Books, 2012) 

* * * 

Yoko and her mama are from 

Japan. They have three books 

from Japan. Yoko and her 

mama have read those books so 

many times that Yoko knows 

them by heart. But everyone 

else at school has more than 

three book leaves on the class 

book tree. Her mama goes to 

visit Yoko’s teacher. “Just read 

one book every night to Yoko”, 

said her teacher. But Yoko’s mama doesn’t tell her that she 

cannot read even one word of English. So Yoko and Mama 

go to the library and checkout a book called The Red Fox. 

“I know those words”, says Yoko. “They are on the wall at 

school.” So Yoko begins learning to read and sound out 

words. “It just makes sense”, she tells Mama. Soon more 

leaves have Yoko’s name on them on the book tree. Mama 

even asks if Yoko thinks she could learn to read English! 

With her usual charming animal characters, Rosemary Wells 

has crafted another wonderful book with a great message! 

VALLE BLAIR 

CHILDREN’S LIBRARIAN 

JAMES PRENDERGAST LIBRARY 

2ND – 4TH 

MINETTE’S FEAST: THE DELICIOUS STORY OF 

JULIA CHILD AND HER CAT 

BY SUSANNA REICH (Abrams, 2012) 

* * * 

Julia Child is famous for teaching 

people how to cook real 

French food. She and her husband 

lived in Paris for many 

years and when she first 

arrived, she was already good 

cook. They had friends visiting 

their home all the time 

but something was missing. 

Their home needed a cat. 

That cat was Minette. But 

even though she lived with a good cook, Minette would 

turn her nose up at the tidbits of food that Julia would 

offer. She much preferred bird or mouse. Julia decided 

she wanted to learn to cook the French way and so took her 

lessons very seriously. Finally she created a dish so delicious 

that when she put the leftovers down for Minette, the cat 

went into raptures over the taste! It was so funny for a cat 

to dance like that! Based on fact and with a smattering of 

French words, you can also begin learning another language 

with this charming book. 

MIDDLE SCHOOL 

A BLACK HOLE IS NOT A HOLE 

BY CAROLYN CINAMI DECHRISTOFANO (Charlesbridge, 2012) 

* * * 

Black holes are one of the 

most difficult things to understand 

in our universe. This 

interesting book explains 

what we know and don’t 

know about this phenomenon. 

A black hole is like a 

whirlpool but not like a 

whirlpool. Its pulling power 

is so great that after a certain 

point, nothing can escape it, 

not even light. Here we 

learn how a black hole is formed, how they are discovered, 

and what would happen if you got close to one. 

A timeline of the discovery of black holes is included 

in the back and websites that you can visit for more 

information. The book is filled with wonderful 

enhanced telescope images of space that make it beautiful 

to browse. Even though a black hole is not a hole, 

it is not exactly NOT a hole either. Try to figure that 

one out! 

HIGH SCHOOL 

FILE ON ANGELYN STARK 

BY CATHERINE ATKINS (Alfred Knopf, 2011) 

* * * 

A tough, brazen façade gives 

way to a troubled and confused 

15 year old, Angelyn Stark. At 

first glance, she and her 2 

tough friends seem to get away 

with their bullying antics until 

a new girl arrives whose very 

presence may unravel the fabric 

of her bravado. Angelyn is 

carrying a horrible secret in 

her past which, without even 

realizing it herself, begins to 

cause her to behave and feel 

in ways she can’t understand or explain. The 

new girl, Jenni, knows a former neighbor of Angelyn’s 

who witnessed and reported to the police that Angelyn’s 

stepfather had sexually abused her. The case was 

dropped when the whole family vehemently denied 

the charges. But with the reappearance of the neighbor, 

past memories and fears emerge. 

Review by Mary Ann Zimmer 


education 


DEALING WITH 

CONFLICT IN YOUR 

CHILD'S CLASSROOM 

While adults live with the reality that some people 

just don't get along, children can find such concepts more 

difficult to grasp. Teaching our children to deal with conflict 

and helping them navigate the complexities of interpersonal 

relationships can be difficult - especially when it 

comes to conflict with a teacher. Knowing how to approach 

the teacher and the situation can make all the difference in 

resolving problems that might arise in the classroom. 

“When parents are active in their child's education, the 

child is likely to perform better academically in school” 

says Dr. Deborah Hammond-Watts, an adjunct professor in 

the College of Education at Argosy University, Chicago. “A 

good working relationship between school and home sends 

the message to a child that his/her parents and the school 

work together for his/her educational and emotional benefit.” 


education 

DEALING WITH CONFLICT FROM PAGE 21 

When a child approaches a parent with an issue or comment 

related to school and/or the teacher, parents should 

be willing to listen and to not jump to conclusions. 

“Whether you believe what your child is telling you or not, 

it is important for your child to be and feel heard and to 

know that you are willing to listen,” says Dr. Dominick Ferello, 

professor in the College of Undergraduate Studies at 

Argosy University, Tampa. 

The next step is for the parent to reach out to the teacher 

directly. Request a conference or time to discuss the matter 

with your child's teacher directly (and without your child 

present) to gain some understanding as to what the teacher 

perceives the concern or issue to be. “When requesting to 

talk with a teacher, keep in mind that the teacher's job is to 

teach the children in the classroom during the school day. 

Schedule an appointment to make certain that the teacher 

has an amount of time to speak with you. Showing up at 

school and demanding to see a teacher may not always 

work in your favor,” says Hammond-Watts. 

“Try not to make assumptions about what is going on 

before you have an opportunity to meet with the teacher,” 

says Ferello. “The goal for the meeting is to gather information 

about what may be going on and make it clear that 

you want to partner with the teacher in helping your child 

to feel that the focus is on their education and helping 

them succeed in the classroom,”says Ferello. “Even in some 

of the most difficult situations, a compromise can probably 

be reached if both the teacher and parent keep in mind 

that they are working for the benefit of the child in the 

educational setting,” says Hammond-Watts. 

The reality is that teachers aren't perfect and neither are 

parents, says Ferello. As such, the outcome may not always 

be what either party had hoped for. “Teachers are faced 

with questions and concerns from a number of parents and 

children on any given day,” says Ferello. “Given the number 

of students they teach and the demands placed on 

them, it's not hard to imagine that even teachers can get 

frustrated. Given that parents naturally want to stand up 

for their children and see the best in and for them, it 

stands to reason that parent/teacher conversations can 

sometimes go in the wrong direction.” 

“If that happens, it's important to acknowledge that you 

got off on the wrong foot,” says Hammond-Watts. “To 

change the relationship or the conversation, someone 

needs to address the 'bad start' and be willing to start over. 

Either the parent or teacher can do this.” 

If you and the teacher just cannot get along after much 

effort and frustration, the principal or another administrator 

may need to get involved. “The presence of a third 

party may assist both teacher and parent to try to communicate 

in a way that demonstrates less conflict,” says Hammond-Watts. 

“After the meeting the principal/administrator 

can meet separately with the parent and teacher to critique 

the meeting and try to offer solutions toward a better working 

relationship. While the principal can instruct the 

teacher to work with the parent in a professional manner, 

the teacher needs to be sincere in any efforts to do so.” ■ 

Courtesy of ARAcontent 

Open 

Your 

Eyes to 

a Whole New World! 

LAKEWOOD MOBIL MART 

Art and Crafts 

Musical Arts 

Dance and Movement Performing Arts 

Language Arts 

... and much more! 

Classes for Ages 5 to Adult Beginning November 5, 2012 

Preregistration Is Required by November 1 

Now Offering Classes at ACA Downtown Center and Allegheny Community Center, Warren, PA! 

217 LIBERTY ST., 

WARREN, PA 

See Our Web Site for Class Schedules and Registration Forms: 

www.alleghenycenterforthearts.com 

or Call Toll Free (877) 919-7971 


10% Discount for ACA Members 

Don’t forget your gas when you stop in for an 

Energy Drink, Coffee, Cappuccino, Beer and 

Specialty Cigars, as well as Snacks for on the go! 

Come See Us On The Corner Of 

Southwestern Drive & Fairmount Avenue. 

716-488-0693

MENTOR ONE CHILD 

CHANGE TWO LIVES 

www.chautauqua-striders.org 

101 East Fourth Street Jamestown, NY 14701 716.488.2203 

296 Lake Shore Drive East Dunkirk, NY 14048 716.363.2203 

Mentor One Child, Change Two Lives 

Chautauqua Striders’ Mentoring Program, 

which provides children in grades 2-12 in 

the Jamestown and Dunkirk areas with an 

adult role model, is seeking volunteers to 

serve as mentors. If you are a member of 

our community who can listen, encourage, 

and offer support to a young person, then 

you are a perfect match to be a mentor. 

Mentors, backed by quality mentoring programs, 

play a powerful role in preventing 

substance abuse and youth violence, as 

well as, boosting academic achievement 

and workforce readiness. Mentors help 

young people build character and confidence, 

expand their world and help them 

navigate pathways to successful adulthood. 

Mentoring matches meet on a consistent 

basis at schools, in the community, or a 

combination of both. While we only ask for a 

Mentors help young people build 

character and confidence, expand 

their world and help them navigate 

pathways to successful adulthood. 

one-year commitment, many of our matches 

stay together until the child graduates from 

high school. Chautauqua Striders’ mentoring 

staff 

provides 

support 

to mentors, 

youth, 

and families to ensure mentoring matches 

develop positive, productive relationships. 

For more information about how you can 

become a mentor, call 716-488-2203 for 

Jamestown and surrounding areas or 716- 

363-2203 for Dunkirk. You can also find 

out more by visiting www.chautauquastriders.org 

or Like us on Facebook. 


WHAT’S UP 

Q: What causes the flu? 

A: The flu is a respiratory illness caused by the Influenza virus. It 

is transmitted via respiratory droplets, commonly spread when 

coughing, sneezing or talking (from up to six feet 

away!). Sometimes, the virus can be spread through contact of 

contaminated surfaces, such as countertops and door 

knobs. Infected children and adults can be contagious 24 hours 

before they even become symptomatic, and they can continue to 

spread the virus for up to a week after becoming sick. 

Symptoms of the flu can include: fever, cough, sore throat, fatigue, 

body aches, runny or stuffy nose, and vomiting and diarrhea. Flu 

symptoms typically last a few days to two weeks. In certain 

populations, such as young children, asthmatics, and the elderly, 

more severe complications can develop. Pneumonia, bronchitis, 

and an increase in asthma attacks are common, all of which can 

result in severe illness and even death. 

Q: How Do I Prevent Flu Infections? 

A: One of the easiest ways to protect you and your family from the 

influenza virus is to get a yearly flu vaccination. The flu shot is an 

inactivated (killed) version of strains of influenza, while the 

intranasal version of the vaccination contains a live virus. Each year, 

a new vaccine is made based on predictions of what strains of flu 

will be prevalent in the coming year. In order to prevent infection 

and complications from influenza, it is recommended that you and 

your children receive a yearly flu vaccination. 

Sponsored By: 

DOC? 

by Lyndsey M. Carlson, RPA-C 

MOST INSURANCES 

ACCEPTED 

SPECIALIZING IN PEDIATRIC 

& ADOLESCENT CARE 

Tariq M. Khan, M.D., FAAP 

Maria I. Diaz, M.D., FAAP 

Katie M. Bell, RPA-C 

Amy R. Beach, FNP 

Lyndsey M. Carlson, RPA-C 


www.southerntierpeds.net 

1684 Foote Ave Ext. 

Jamestown, NY 14701 

Phone: (716) 661-9730 

One Bank St. 

Randolph, NY 14772 

Phone: (716) 358-KIDS (5437)


OCTOBER 2012 

k id Zo ne 

a world of imagination 

We have created a series of special puzzles, stories, games and more 

to be featured here in our “KidZone” each month. All are intended to 

promote fun for the children along with offering educational value. 

SPONSORED BY:


WORD SEARCH 

Acting 

Aging 

Belts 

Bright 

Covers 

Drowning 

Drying 

Eagle 

Estate 

Excused 

Fuels 

Going 

Hearty 

Helping 

Honored 

Lawyer 

Nectar 

Novels 

Onion 

Oranges 

Other 

Possibilities 

Ready 

Reign 

Reply 

Resign 

Revolt 

Rings 

Sadly 

Second 

Sells 

Shoes 

Sized 

Sleek 

Sleeps 

Slices 

Sweeter 

System 

Table 

Tarts 

Tasty 

Tease 

Thick 

Tight 

Twins 

Uncles 

Vehicle 

Volunteers 

You’ve 

IT’S A-MAZE-ING! 

just the facts 

SOLUTION ON KIDZONE 6 

THE FIRST JACK 

O’LANTERNS WERE 

ACTUALLY MADE FROM 

TURNIPS. 

SAMHAINOPHOBIA IS THE 

FEAR OF HALLOWEEN. 

THE LARGEST PUMPKIN 

EVER MEASURED WAS 

GROWN BY NORM CRAVEN, 

WHO BROKE THE WORLD 

RECORD IN 1993 WITH A 

836 LB. PUMPKIN. 

KID ZONE 2

c o L o R me ! ! 

DRAW YOURSELF IN A 

HALLOWEEN COSTUME. 

KID ZONE 3 


sudoku 

Place a number between 1 and 9 in each empty cell so that 

every row, every column and every 2 x 2 box contains all the 

numbers 1 to 9. 

ANIMAL NATION 

VAQUITAS 

The vaquita (Phocoena sinus), also known as the Gulf of 

California harbor porpoise, is is the smallest and rarest of the 

cetaceans - which include whales, dolphins, and porpoises. 

Vaquitas are very rarely seen in the wild. 

The vaquita has a gray body with a pale gray/white belly and a 

dark patch around its eye. 

DIET: Vaquitas eat ocean fish such as Gulf croaker and 

bronze-striped grunts. They are also known to eat squid. 

POPULATION: Approximately 400 to 600 vaquita may 

remain in the wild. 

KID ZONE 4 

MISSING 

HALLOWEEN 

There once was a witch 

on a broom, 

Who flew by the 

light of the moon. 

But she took a 

wrong turn, 

Just outside Bern, 

And missed 

Halloween, 

the buffoon! 

RANGE: Vaquitas have the most restricted range of any 

marine cetacean. They appear to live only in the northern end 

of the Gulf of California. The Mexican government created the 

Upper Gulf of California Biosphere Reserve in 1993 in part to 

protect vaquita habitat. 

BEHAVIOR: Vaquitas use sonar to communicate and 

navigate Gulf waters. When seen, they are either alone or in 

small groups of two or three. The vaquita is also the only 

porpoise species found in such warm waters. 

REPRODUCTION: Mating Season: April to May. Gestation: 

10-11 months. Number of offspring: 1 calf. A female will give 

birth every 2 years or so. Calves are between 28-31 inches 

long at birth, weighing about 17 lbs. 

THREATS: The greatest threat to the remaining vaquita is 

incidental death caused by fishing gear. Vaquita are known to 

die in gillnets set for sharks, rays, mackerels and chano, as well 

as in illegal and occasionally permitted gillnet sets for an 

endangered fish called totoaba. They are also killed by 

commercial shrimp trawlers. It is believed that about 30 

vaquitas are lost to these threats each year. 

Because there are so few vaquita left and they are confined to 

such a small area, they may also be vulnerable to climate 

changes that change food availability or habitat conditions in 

the Gulf of California. 


READ, RHYME, AND DRAW 

KID ZONE 5 


addition and subtraction 

sudoku solution 

KID ZONE 6 



OCTOBER IS 

NATIONAL DOWN 

SYNDROME 

AWARENESS 

MONTH 

BY ALLISON REEFER 

COMMUNITY RELATIONS INTERN , 

THE RESOURCE CENTER 

Down syndrome affects about one in every 800 children 

in the United States, and currently there are more than 

400,000 Americans living with this disorder. National Down 

Syndrome Awareness Month was established to help create 

discussion about this condition, as well as inform the public 

about it and advocate for more opportunities and rights for 

those living with Down syndrome. 

During this time, family and friends of those with Down syndrome 

try to highlight the talents and abilities of people with 

the condition to create more opportunities for them to contribute 

to the community. 

Down syndrome is caused by the presence of a full or partial 

extra copy of a certain chromosome. Cases of Down syndrome 

can be mild to severe, with each individual experiencing different 

effects and symptoms. Though people diagnosed with 

this disorder are at high risk for other health issues, the life 

expectancy has increased significantly for them. 

While opportunities for individuals with Down syndrome have 




DOWN SYNDROME AWARENESS FROM PAGE 31 

also increased, they still have a lot of progress to go. Advocates 

are constantly looking for new opportunities and new ways for 

people with Down syndrome to become involved in the community. 

With improvements in technology, doctors can now do prenatal 

screenings if a fetus is suspected of having Down syndrome. 

These tests and evaluations can help parents plan accordingly 

if they suspect their child 

will be diagnosed with the 

disorder. 

Although doctors know a lot 

about the cause of Down 

syndrome, there is no cure. 

Advances in technology and 

medicine have created more 

effective treatments for 

many of the symptoms and 

coinciding diseases. Children 

born with Down syndrome 

stand a much better 

chance at development and 

success if they are encouraged 

and stimulated from 

the beginning. Several 

options for early intervention 

programs are offered 

for parents of children with 

this disorder. 

Children with Down syndrome 

need an environment 

that is safe and supportive 

in order for healthy development and learning to occur. Most 

developmental milestones are delayed but typically reached. 

Children with Down syndrome are more susceptible to illnesses 

and health complications and should have regular checkups 

to keep these problems under control. 

During a child’s teen years, education and support are 

extremely important. Teens with Down syndrome experience 

Buy One, Get One Free 


Public Skating 

(Save $6) includes skate rental 

For Public Skate Schedule: 

716-484-2624 / jamestownarena.comena.com 

the same hormonal changes as teens without, but they may 

need more emotional support. 

Adults with Down syndrome often live semi-independent lives, 

due to changes in society’s attitude about people with disorders. 

They work, build relationships and contribute to the 

community, just as any adult would. 

The aging process is 

faster for those with 

Down syndrome, so 

these adults are at high 

risk for being diagnosed 

with conditions associated 

with aging, including 

dementia, hyperthyroidism 

and seizures. 

Doctors and caregivers 

should pay close attention 

to signs of these 

conditions and monitor 

health status closely. 

While people with 

Down syndrome may be 

unlikely to lead completely 

independent 

lives, they have many 

opportunities to showcase 

their talents and 

abilities, as well as to 

contribute to the community. 

With the proper 

support and care, individuals living with Down syndrome can 

flourish and lead happy, healthy lives. 

To help support those with Down syndrome during National 

Down Syndrome Awareness Month, here are some things you 

can do: 

• Hand out flyers, bookmarks and other information in local 

schools, libraries, and businesses. 

• Talk to your child’s classes about Down syndrome. 

• Contact the local media to do a human interest story on 

someone with Down syndrome. 

• Arrange for a speaker to come into a school, business or 

other public arena. 

• Organize a special event to raise awareness, such as a 

“Down Syndrome Awareness Day”. 

For more information and other ideas, visit www.nads.org. ■ 

Allison Reefer was a Community Relations Intern at The Resource Center this 

summer. She is from New Bethlehem, PA, and is a senior at Geneva College, 

where she is pursuing a bachelor’s degree in writing, as well as minors in sociology 

and political science.


ALCOHOL ADDICTION: 

Possible Disaster for 

Pregnant Women 

Alcohol is the most widely used and abused substance in 

the United States. What can start as recreational use can easily 

become a deadly dependency on the drug. Not only does alcoholism 

impact the life of the user, it affects the lives of his or 

her relatives and loved ones as well. It is undeniable that the 

implications of an alcohol addiction are vast and can cause 

extreme pain and suffering. 

Many individuals fail to realize is that their fixation with liquor 

and the harm that can come from it can trickle down through 

their family tree. And not just in a figurative or metaphorical 

sense, but in a literal sense. 

Prenatal alcohol exposure hurts as many as one in every 100 

babies born each year, according to the Substance Abuse and 

Mental Health Administration (SAMHSA). Fetal Alcohol Spectrum 

Disorders (FASD) is a designation that refers to a broad 

range of effects that can occur in an individual whose mother 

drank while pregnant. 

BY AMANDA GRODECKI 

INTERN, CHAUTAUQUA ALCOHOLISM & 

SUBSTANCE ABUSE COUNCIL 

A person affected with FASD may have Fetal Alcohol Syndrome 

(FAS), Alcohol-Related Neurodevelopmental Disorder (ARND), 

or Alcohol-Related Birth Defects (ARBD); all of which exemplify 

the wide scope of health and intellectual problems that are 

associated with an individual being exposed to alcohol in the 

womb. 

Being a relatively new term and classification in medical lexicon, 

FASDs have been recognized since the 1970s. An infant 

born with an FASD may have physical abnormalities as well as 

intellectual and mental retardations that are inevitable. 

According to SAMHSA, fetal alcohol exposure is the leading 

known cause of babies born with nonhereditary mental retardation. 

The potential lifetime cost of medical expenses needed 

for a person with FASD is estimated to be $2 million. The 

health care cost of a child with FASD is nine times higher than 

a healthy child. 




ALCOHOL ADDICTION FROM PAGE 33 

A baby or a child with FASD may display any of the following 

symptoms: a learning disability, low body weight, vision/hearing 

problems, low IQ/intellectual disability, problems with the 

heart/kidneys/bones, abnormal facial features, and many other 

problems. 

In 2005, U.S. Surgeon General Richard H. Carmona warned 

that women who are pregnant 

or may become pregnant 

should abstain from 

alcohol consumption since 

no amount of alcohol is safe 

for a developing fetus. He 

states, “When a pregnant 

woman drinks alcohol, so 

does her baby. Therefore, 

it's in the child's best interest 

for a pregnant woman to 

simply not drink alcohol.” 

In the United States, 

approximately half of all 

pregnancies are unplanned 

so it is recommended to 

cease any and all drinking 

habits to ensure the health 

and safety of a potential 

fetus. Even if women are not 

expecting, but have a 

chance of conceiving, it is 

urged that they should not 

drink until they are certain 

that they are not pregnant. 

Each year in the United 

States, there are an estimated 

40,000 babies born with 

an FASD, making it more 

common than diagnoses of 

autism spectrum disorder, 

according to the Centers for 

Disease Control and Prevention 

(CDC). If more women 

are informed of the harm 

they can cause their babies by drinking, then hopefully that 

number will begin to decline. 

September 9th is FASD Awareness Day and nonprofit groups 

such as the Chautauqua Alcoholism & Substance Abuse Council 

(CASAC) are trying to educate the public of the dangers of 

drinking while pregnant. 

The fact that FASDs are permanent and incurable, but completely 

preventable is an important detail that CASAC wants to 

emphasize to the public. 

In 2010, there were a total of 1,372 babies born in Chautauqua 

County. CASAC’s aim is to ensure the health and safety of every 

single one of those children and make sure that their mothers 


do not drink while they are pregnant. 

Alcohol, while legal, is still a drug. It is a drug that can have 

serious repercussions if it is abused. But as much damage as it 

can do to a female user, it can cause irreparable and injuring 

mutation in a fetus’ normal development. 

Francis Perry’s adolescence 

was filled with irregular and 

troublesome behavior. He 

was an overly hyperactive 

child who overwhelmed his 

adoptive parents, teachers, 

and classmates. 

Ultimately, due to his 

hyperactivity, he was kicked 

out of five schools, a private 

school that specialized in 

learning disabilities, and 

Teen Challenge which was 

for troubled teenagers. 

After an incident of minor 

theft, he was sent to jail and 

began to become very 

depressed and even contemplated 

suicide. 

Finally, after battling with 

feelings of being a failure, 

Francis was diagnosed with 

FASD at the age of nineteen. 

He finally was able to 

acknowledge that he had a 

problem and that he was 

not the problem. 

Even though he is now living 

on his own and coping 

with his disability, he struggles 

daily over everyday 

activities that would be simple 

for someone who did 

not have and FASD. 

For more information on FASDs, visit SAMHSA’s website at 

http://fascenter.samhsa.gov/ or contact them at 866-STOPFAS. 

Since 1974, CASAC, a United Way supported agency, has provided 

prevention education and community awareness regarding 

alcohol and other drugs. CASAC is the only New York State 

Office of Alcoholism & Substance Abuse Services (OASAS) 

approved and supported alcohol and other drug prevention 

agency in Chautauqua County. 

For further information about CASAC programs and services, 

call the Jamestown office at 664-3608, or the Dunkirk office at 

366-4623, or go to CASAC’s website, www.casacweb.org. ■


ki dsc an 

c o 

ok 

recipe cards 

SPONSORED BY: 

flap jack-o’-lanterns 

pb noodles 

194 FLUVANNA AVE. • JAMESTOWN, NY 




turkey nuggets 

halloween eyeballs 




703 W. THIRD ST.• JAMESTOWN, NY

k i d s c a 

c o 

ok 

n 

recipe cards 

SPONSORED BY: 

PB NOODLES 

INGREDIENTS: 

1 pound linguini, angel 

hair pasta, or soba noodles 

1/2 cup creamy peanut 

butter 

5 tablespoons rice wine 

vinegar 

5 tablespoons sesame oil 

4 tablespoons soy sauce 

2 teaspoons peeled and 

grated fresh ginger root 

1 small garlic clove, 

crushed 

4 scallions, trimmed and 

cut 

Optional toppings: grated 

carrot, scallion (sliced into 

rounds), cucumber (peeled, 

seeded, and thinly sliced), 

toasted sesame seeds, and 

chopped peanuts 

DIRECTIONS: 

Cook the noodles according 

to the package directions, 

then drain and rinse with 

cold water. 

In a large bowl, blend 

together the peanut butter, 

vinegar, sesame oil, soy 

sauce, ginger, and garlic. 

Add the noodles or pasta, 

toss well, then garnish with 

the toppings. Serve at room 

temperature. Serves 4 to 6 

FLAP JACK-O’-LANTERNS 

INGERDIENTS: 

2 cups all-purpose flour 

1 tbsp. baking powder 

1/2 tsp. salt 

2 tbsp. sugar 

1 tsp. pumpkin pie spice 

2 eggs 

1 3/4 cups milk 

3 tbsp. melted butter plus 1 

tbsp. for frying 

1/2 cup cooked and mashed 

pumpkin or canned 

pumpkin 

DIRECTIONS 

Sift together the flour, 

baking powder, salt, sugar 

and pumpkin pie spice in a 

large bowl. In a medium 

bowl, whisk the eggs and 

milk. Add 3 tablespoons of 

melted butter and the 

pumpkin to the wet 

ingredients, and whisk 

together. Pour the mixture 

over the dry ingredients, 

and stir just until blended a 

few lumps are okay. 

Heat the remaining butter 

on a griddle over mediumhigh 

heat. Then pour 1/4 

cup of batter for each 

pancake. When the flapjacks 

bubble on top, flip and cook 

until brown on other side. 

Makes 20 pancakes. 

HALLOWEEN EYEBALLS 

INGREDIENTS: 

2 (11-ounce) bags white 

chocolate chips 

12 doughnut holes 

Semisweet chocolate chips 

Tube of red decorator 

frosting 

2 tablespoons vegetable oil 

DIRECTIONS: 

To coat a dozen doughnut 

holes, melt the white 

chocolate chips with the 

oil over low heat (and 

keep the chocolate warm 

while you work). With a 

fork, spear each doughnut 

hole and submerge it in 

the melted chocolate to 

coat it, then gently tap off 

any excess. 

Stick a semisweet 

chocolate chip with its 

point cut off onto each 

doughnut hole, cut end 

first. Place the forks 

(handle side down) in a 

mug and allow the 

chocolate coating to 

harden. 

Use a tube of red 

decorator frosting to add 

squiggly veins radiating 

out from the pupils. 

TURKEY NUGGETS 

INGREDIENTS: 

1 1/2 cups water 

1 egg yolk 

1 1/2 cups all-purpose flour 

1 tbsp. baking powder 

1 tsp. salt 

1 1/2 lbs. cooked white 

turkey meat, cut into 1- 

inch chunks 

Vegetable oil for frying 

Dipping sauce (ketchup, 

barbecue sauce, honey 

mustard or duck sauce) 

DIRECTIONS 

In a medium-sized bowl, 

whisk the water and egg 

yolk. Sift together the 

flour, baking powder and 

salt. Add the flour mixture 

to the egg mixture and 

whisk until smooth, then 

refrigerate for 10 minutes. 

Heat the oil to 350 degrees 

in a deep fryer; 

alternatively, you can heat 

2 inches of oil in a frying 

pan over medium-high 

heat. 

Dip the turkey chunks into 

the batter and fry for 4 to 

5 minutes or until golden. 

Drain on a paper towel and 

serve with your choice of 

dipping sauce. Makes 4 to 

6 servings. 



FRESH IDEAS FOR 

A HEALTHY 

SCHOOL YEAR 

For students, teachers and parents alike, a new school year 

means a fresh start. However, it also means busy schedules full 

of sports practices, homework and after-school activities. 

Despite hectic mornings and jam-packed afternoons, making 

sure children are getting proper nutrition, rest and exercise is 

extremely important to their success. For a healthy and happy 

school year, use a few tips to keep your student at the head of 

the class. 

BLEND IN NUTRITION 

There's a good chance your young student would prefer a 

candy bar over an apple, but with a little help, you can make 

sure your kids get the nutrition they need in a tasty way. A 

whole-fruit smoothie, such as the Vitamix Peach Cobbler 

Smoothie, will keep your child refreshed and energized without 

the refined sugar and preservatives found in many storebought 

snacks. Even convenience is no longer an excuse to 

choose less healthy, packaged options. Simply toss the wholefruit 

ingredients into your Vitamix 7500 machine, add ice, 

and in seconds you'll have a delicious nutrient-packed, onthe-go 

treat. Vitamix offers hundreds of recipes for fruit 

smoothies and other healthy snack options, so your student is 

sure to find a flavorful combination he or she likes. For extra 

convenience, make a large batch of your family's favorite 

recipes and freeze in individual containers for easy grab-andgo 

options. With the right nutrients and vitamins, kids will be 

able to stay focused and conquer even the toughest of days. 

REST UP 

Without enough sleep, focusing on math and spelling can be 

nearly impossible. Students need to be well-rested and mentally 

alert to learn, and sleep deprivation will prevent them 

from fully absorbing new information. To help your scholar 

stay awake and ready to learn throughout the day, encourage 

a routine that allows for adequate rest. Younger children need 

more sleep, and the average elementary student requires 

about nine to 10 hours each night. Getting into a nightly routine 

will help your child adapt to a regular sleep schedule, 

which should begin with turning off television and computer 

screens 30 minutes before bedtime. It is also important to create 

a relaxing environment, so make sure that the room is 

dark, cool and quiet, and your child is sleeping on a comfortable, 

supportive mattress. After 15 to 30 minutes of a light 

activity, such as reading, your child will enjoy a restful night 

and productive next day. 

MOVE IT 

With childhood obesity at an all-time high, initiatives nationwide 

are focused on making sure kids get sufficient amounts 

of exercise each day. Encourage your student to try a new 

sport this school year or join an after-school exercise class. 

Kids who prefer not to join in organized activities can enjoy a 

number of toys, including roller skates, bicycles, kick balls and 

jump ropes, to increase physical activity. To help your children 

find more active forms of entertainment, limit the 

amount of time they spend in front of television screens, 

video games and computers. You can also lead by example 

and schedule a day of family activity, such as walking, swimming 

or biking. Spread physical activities throughout each 

day, and your kids will be on the way to better physical fitness 

and development. 

By making sure your young students get proper nutrition, 

sleep and exercise each day, you can ensure this school year 

gets off to a happy, healthy start. For more nutritious recipes 

students of any age will love, visit www.vitamix.com. 




HEALTHY SCHOOL YEAR FROM PAGE 37 

PEACH COBBLER SMOOTHIE 

Preparation:10 minutes 

Processing:40 to 45 seconds 

Yield: 4 1/2 cup servings 

Ingredients 

3/4 cup peach nectar 

2 cups vanilla yogurt 

1 teaspoon vanilla extract 

1 teaspoon honey 

1/2 teaspoon ground nutmeg 

2 teaspoons wheat germ 

4 teaspoons rolled oats 

2 cups frozen unsweetened peach slices 

1 cup ice cubes 

Directions 

Place all ingredients into the Vitamix container in the 

order listed and secure lid. Select Variable 1. Switch 

machine to Start and slowly increase speed to Variable 

10. Blend for 40 to 45 seconds using the tamper 

to press the ingredients into the blades. ■ 


COMPARE 

BEFORE YOU 

BUY! 

SERVICE 

PRICE 

SELECTION 

25% OFF 

KIDS PACKAGED 

COSTUMES 

To 

Advertise 

In 

R t. 20 & 6 0 

Locally owned & operated for 19 Years 

• Packaged Children 

& Adult Costumes 

• Unusual Hard to Find 

Wigs, Masks, 

Make-up & More! 

• Decorations & Accessories 

• Adult Costume Rentals 

OPEN YEAR 

ROUND 

HOURS: Mon - Sat: 9am - 9pm 

Sun: 10am - 4pm 

PG 

PARENTAL 

GUIDANCE 

MAGAZINE 

Contact Anna Wilson 

716.487.1111 ext. 282 

awilson@post-journal.com 


ehavior 

CLOTH 

DIAPERING 

I’m sure every mother goes through this. I found a leftover 

newborn diaper in a closet I was cleaning out, and I 

marveled that my child could have ever been that small. 

I’m about four weeks away from the birth of my second 

baby, and trying to decide whether to buy newborn cloth 

diapers or just grab a few packages of disposables at the 

store. I had a good learning experience with cloth diapers 

for my first baby two years ago, but I didn’t start using 

them until about a month after her birth. If you’ve had a 

baby you know the newborn stage is special and different. 

The size and needs of the newborn for the first two or 

three months makes it a special time. This means you need 

special diapers that won’t get used for long. Is it worth it 

BY STEPHANIE McCRAW 

STAY AT HOME MOM 

to spend the money if they are going to only be used for a 

short time? 

One thing to consider is if you’re planning on having more 

children. The savings of cloth goes up exponentially when 

you can use them on more than one child. My particular 

stash is in great condition for a second baby, even after a 

year and a half of being washed every other day. That’s 

one of the endearing things about cloth. I’ve heard stories 

of my Grandad using flat diapers to wash the car after all 

of the children were done using them, and I think that it’s 



ehavior 

CLOTH DIAPERING FROM PAGE 39 

common to find uses beyond diapering. The start up cost 

of $200-400 may seem a little daunting, but the usefulness 

goes on and on. Newborn diapers are not used as much, so 

it’s practical to find them used or to try and keep the cost 

from $100-200. 

Another option is to rent newborn diapers. A mom posted 

about her experience with renting newborn diapers on the 

blog “All About Cloth Diapers,” which helped me see how 

economical it is, not to mention better for the environment. 

She brought up yet another fact about newborn care 

that I had forgotten, the fact that they go through more 

diapers in twenty - four hours than say, a six month old. 

She shared in her post that, “By my calculations, you 

would need around 1,000 disposable diapers to diaper a 

newborn baby for 12 weeks (12 diapers per day = 84 diapers 

a week; 84 x 12 weeks = 1,008). That’s a lot of diapers!” 

A lot of rental programs offer a deal where you pay 

an up front cost of something like $215 for the newborn 

diapers, and then you can return them for $100 in store 

credit to buy more diapers, like the next size up for your 

baby, or even get a refund. This particular mom used 

www.sweetbottomsbaby.com, but there are lots of programs 

easily accessible online. 

One concern I had that kept me from making a decision was 

if I had a bigger baby. Would a baby born over nine pounds 

even fit in the newborn sizes for more than a few weeks? So 

many moms I know have babies that start out over nine 

pounds, and in three weeks are twelve pounds. I was surprised 

to discover that a lot of these newborn diapers fit 

very large babies at least for two months, and a lot of programs 

are flexible if the renter doesn’t need them as long. 

After doing the research, I think I am going to find a way 

to cloth-diaper my newborn that works for my family and 

our budget. I might spend about $100 on a package deal 

from something like www.greenmountaindiapers.com. If 

you’re a practical person the rental system makes sense 

financially because of the refund you receive, and if you’re 

sentimental like me it makes sense to purchase some that 

you can care for and store away for the next baby. The savings 

aren’t a huge difference from disposables, but if 

you’re smart about it money will be saved in the long run. 

You’ll also save yourself constant trips to the store to grab 

yet another package of diapers (that will be garbage in less 

than a week!) ■ 

Stephanie is a stay at home mom and creative writer. She has a bachelors 

degree in English and Philosophy from SUNY Fredonia, and loves to 

spend time researching any topic of her choosing. 

10“Healthiest” Halloween Treats 

JOLLY RANCHERS: 

Three of these hard candies have 70 calories, no fat and 11 

grams of sugar. Plus, they take a long time to eat, meaning 

you’ll eat fewer pieces overall. 

BLOW POPS: 

This 18-gram candy-gum combo has 60 calories, no fat and 13 

grams of sugar. 

GOBSTOPPERS: 

Nine pieces of this everlasting treat have 60 calories, no fat and 

14 grams of sugar. 

PIXY STIX: 

There are 60 calories, 0 grams of fat and 15 grams of sugar in 

seven straws of this fruit-flavored candy. 

TOOTSIE POP: 

This lollipop with the Tootsie Roll center is only 60 calories. Only 

have one, though! 

WHOPPERS: 

Unlike Milk Duds, these are covered in what tastes like real 

chocolate, and are just 10 calories per ball. Yum. 

ALMOND M&MS: 

No trans-fats, plus almonds contain omega fatty acids, which 

are important in cell health. 

JUNIOR MINTS OR PEPPERMINT PATTIES: 

These mint-filled chocolates are lower in fat than many other 

cocoa-based treats, getting only 25 percent of their calories 

from fat. 

CANDY CORN: 

22 pieces of this ultimate Halloween candy has 140 calories, no 

fat and 32 grams of sugar. 

DARK CHOCOLATE: 

It’s loaded with anti-oxidants that promote a health heart. 


ehavior 

EIGHT WAYS OF 

STOPPING A 

TANTRUM 

It’s bad enough that you’re running 100 miles an hour, 

juggling a zillion tasks, and running late against your schedule, 

but on top of all that, your child becomes uncooperative 

and decides to throw a tantrum. Your initial reaction of feelings 

of anger and resentment cause your blood pressure to 

climb, so you muster up the strength to calm yourself and try 

other methods. Some of those methods include pleading, begging, 

and bribing, but even those don’t seem to work well. 

Finally, you pick up your screaming child (assuming she’s not 

too big for you) and try to contain your patience as you carry 

her to the car. 

I bet your feeling exhausted just reading the previous paragraph. 

I also bet you can’t remember giving your parents this 

much trouble. And even if you did, it probably resulted in a 

BY BILL CORBETT 

FOUNDER & PRESIDENT OF 

COOPERATIVE KIDS, AUTHOR 

spanking and being sent to bed, teaching you that this behavior 

didn’t pay. If you’ve read my past columns or my book, you 

may have read about what causes this kind of behavior in 

young children. If you haven’t, go to my web site to learn 

more. So for now, let me offer you 8 means of stopping 

tantrums that work more effectively. They won’t all work in 

every situation, nor will they all work with every child. Be 

ready to try one until you find what works best for you and 

your child. 

EASE THE CHILD’S FRUSTRATION 

Tantrums are a child’s way of expressing frustration toward 

you, a lack of power, or your boundaries. If you can, comfort 

your child in the moment and do it without giving in. Remain 



ehavior 

STOPPING A TANTRUM FROM PAGE 41 

with him silently and hold him, rub his back or just be there close 

to him. If he hits you, leave his space without words. 

DON’T REACT 

Responding to the tantrum gives it undue value and may motivate 

the child to prolong or repeat this behavior. Do the best you can to 

ignore it and pretend it’s not happening. Avoid the urge to send 

her to her room or to time out. 

DON’T GIVE IN 

If your child is screaming for a toy in the department store, it is too 

tempting to buy him the toy to get him to stop the fit. If you buy it, 

you have averted some embarrassment and hassle at the moment, 

but worse, you’ve taught him to do it in other situations. 

SET UP BOUNDARIES FOR “HOT” SITUATIONS 

Only you know your child better than anyone. If you know that she 

screams for candy when you take her into the store, think ahead 

and set up boundaries to avoid these situations. Go over rules 

ahead of time before entering the store and get her to agree to 

them. The more often you set them up and follow through, the 

sooner she will adapt and not react to these triggers. 

KNOW YOUR CHILD 

Many tantrums are triggered by fatigue or hunger. Only you know 

your child better than anyone else so look for patterns that lead to 

him being hungry or tired and plan for it. Yes, this means you 

might have to change your schedule to NOT be in a store at a certain 

time or feeding him off schedule before leaving the house. 

The point is that you have the power to alter the sequence of 

events if you plan ahead. 

USE VISUAL TIMERS OR VISUAL SCHEDULES 

Two modern-day parenting products now on the market make 

avoiding tantrums much easier. Visual timers (www.timetimer.com) 

allow a child to see visually how much time she has for an activity, 

and visual schedules (www.schkidules.com) introduce her to the 

fact that her day is broken down into individual segments of time 

and tasks. These two visual cues change your child’s perspective 

on what to do and how long to spend time doing it. 

REDIRECTION 

Mild tantrums can be stopped or avoided all together by getting a 

child interested in something else. If your toddler is fascinated 

with the knob on the stove and you know that coaxing him out of 

the kitchen might set him off, instead, exhibit excitement about 

something in another room or out the window. 

WAIT IT OUT OR MOVE FORWARD 

There will still be times when nothing seems to work. If this is the 

case, ask yourself this question; “Can I wait this out with minimal 

impact to my schedule or anyone else’s?” If you can, “pull up a 

chair” and wait it out. The storm will eventually blow over. If you 

can’t wait it out, conjure up loving thoughts of your child and pick 

him up as gently as possible. Don’t speak and move forward with 

what you have to do. 

One day my granddaughter was having a tantrum in her car seat 

in the back seat. My own fatigue and weariness had me on the 

verge of getting angry so I pulled off the road into a parking lot, 

shut off the car, and got out to sit on the hood of the car. After just 

a few minutes the screaming died down and I felt calm enough to 

get back into the driver’s seat. The tantrum went on for just a few 

minutes, but at a much lower decibel and I felt much more calm 

on the ride to our destination. ■ 

Bill Corbett is the author of the award winning book “Love, Limits, & Lessons: 

A Parent’s Guide to Raising Cooperative Kids” in English and in Spanish, 

and the founder and president of Cooperative Kids. He has three grown children, 

three step children, two grandchildren, and lives with his wife Elizabeth 

teenage step daughter Olivia. You can visit his Web site 

www.CooperativeKids.com for further information and parenting advice. 


ehavior 

COACH’S 

CORNER 

MAKING THE CUT 

BY DARIN KENNEDY 

FALCONER SCHOOL TEACHER, COACH 

The new school year is 

upon us and sports have been in 

full swing since the middle of 

August. Many kids work hard over 

the summer attending summer 

leagues, playing in travel leagues, 

attending team camps, or just exercising 

with an off-season training program. Their 

goal is to improve and become the best student 

athlete possible by the start of the new school year. These 

are just a few of the characteristics that coaches take into 

consideration when making decisions to cut certain players 

and keep others. 

As a parent you want the best experience for your child as 

possible in sports. What you have to ask yourself is what 

did my child do to make that experience possible? If the 

answer is nothing, then don’t 

be shocked when they are cut. 

If it’s some or all of the above 

then you may want to sit with the 

head coach of the program and get 

feedback on your child’s performance. 

There are a variety of things 

coaches take into consideration when it 

comes to cuts. Attitude, communication skills, 

athletic skills, personal character, and positional needs are 

just a few among the subjective evaluations that may occur. 

If all of those things are good and the coach doesn’t give 

you the feedback, as to where your child can improve, then 

it must be more objective in nature for the evaluation. 

Many coaches use a very objective and clear-cut method of 




behavior 

COACH’S CORNER FROM PAGE 43 

making their decisions. Each sport and coach can vary 

depending on skills, drills, and team competition used 

within each sport. I’m sure if you were to approach the 

coach in a non-threatening manner to discuss your child’s 

try-outs and areas needed for improvement, that you 

would get some specific and positive feedback. It all 

depends on how open you are to the communication lines 

and how approachable the coach is or you feel in making 

the effort to communicate. 

What can be confusing for many kids and parents is the 

concept that once you are on a team you are on that team 

for the next years to come. In my 17 years of coaching I 

have seen kids make a team one year and not the next. It 

could be that an underclassman comes up to the next level 

and out performs the player that was on the team the previous 

year. It then becomes a numbers game and a positional 

need for the coach. To be successful in youth sports 

kids need to find a need and fill it. If the coach tells you 

what the need is for the team and you can handle that 

role, then you should fill it. The success of your sports 

career and training will then take care of its self and if you 

become bigger, faster, and stronger within the next year, 

then you may become a starter or first substitute onto the 

field or court. You will need to handle your current role 

and fully understand it in this situation. Again, if you do 

not know your role or cannot handle the role, then you 

should be honest with the coach and communicate your 

desires to not play or transfer to another program. It 

could be that another program has a need that you would 

be more suited to fill. Success depends on your ability, as a 

parent, and student athlete to understand and accept your 

role within the program. I am constantly telling kids to 

find a role and fill it and that if you stop getting better, 

you stop being good. Being good doesn’t just happen it 

takes work. 

In closing, it is one of the most difficult decisions to make 

as a coach. Who to keep and who to cut is often a big gamble 

with great rewards and loses. A coach once cut Michael 

Jordan from the basketball team when he was in ninth 

grade. He used that experience to get bigger, faster, 

stronger, and better. He then returned to try-out and has 

since been named as the world’s greatest basketball player. 

That story could have been much different if he had chosen 

to throw in the towel and quit. As a parent I hope you 

all try to foster a bunch of Michael Jordan type student 

athletes in our society. Quitting is often the easy way out 

and nothing great ever happens on the okay level in our 

society. Success only comes before work one place in this 

world…the dictionary. Keep getting better and you will 

become great. ■ 

Darin is a teacher and coach at Falconer school. 

Great Math and Reading Apps for Kids 

READING: 

• abc PocketPhonics ($2.99) Preschool-Kindergarten 

• Cinderella - Magic Ink Books (Free) - Preschool-Grade 1 

• Shake-a-Phrase ($1.99) - Grade 3+ 

• The Cat in the Hat ($3.99) - Preschool-Grade 1 

• Toy Story Read-Along (Free; iPad) - Preschool-Grade 1 

MATH: 

• Jungle Coins ($2.99; iPad) - Kindergarten-Grade 4 

• Jungle Time ($0.99) - Kindergarten-Grade 4 

• Park Math ($1.99) - Preschool-Grade 1 

• Rocket Math ($0.99) - Grades 1-5 

• TallyTots Pocket ($0.99) - Preschool-Kindergarten

communication 

Maneuvering 

Adolescence 

with Healthy 

Relationships 

The times of adolescence, between the ages of 8 and 14 

years old, can be one of the most challenging to a parent as 

well as the developing child. They are no longer the youngster 

that must do as they’re told. They must still obey, but they are 

also developing their own opinions about things and are 

becoming vocal about it. As parents, we have to adjust to our 

maturing children’s needs. 

In addition to developing their own unique personality, a 

child’s hormones begin to change during adolescence, wreaking 

all sorts of havoc in their bodies. They hurt, they’re crabby, 

they’re mean, they’re loving, they fight, they bicker, and of 

course, they want your money and more stuff than ever. And 

all of these emotions can hit in a matter of ten minutes! 

And how does our maturing young person with their own 

ideas and a changing body do with all this new stimulus? They 

begin to struggle with relationships, as well. Children are not 

prepared for these changes in their relationships, and they 

may even take it personally, As a parent, you could be surprised 

at how much this weighs on your adolescent child. 

BY DODI KINGSFIELD 

TECHNICAL SERVICES SUPERVISOR, FREELANCE WRITER & 

AUTHOR, FORESTVILLE 

Without proper parental involvement, it’s during these adolescent 

times that a child could turn to other forms of feeling 

good about themselves: drugs, alcohol, peer groups, selfanger 

or worse. 

By guiding your child and helping them to identify, develop 

and maintain healthy relationships with themselves, family 

and friends, they will have a better chance at successfully 

maneuvering adolescence and coming out with a positive view 

about themselves and the world. 

Below are just a few of the relationship issues your adolescent 

child can be experiencing. By talking openly with your child 

about these topics, you can help them form a more positive 

outlook and minimize those daily struggles during these challenging 

times. 

1. IDENTIFYING PERSONAL BOUNDARIES 

Discuss what the ways a friend should be treated are or treat 

others. What makes a good friend? What behaviors should you 



communication 

MANEUVERING ADOLESCENCE FROM PAGE 45 

not tolerate in a friendship? When is it time to end a friendship? 

Are you guilty of bullying or being bullied? Discover what traits 

are important in a good friend and discuss why. 

2. WHAT IS A HEALTHY RELATIONSHIP? 

How do you feel about yourself and your family? Are you sad or 

angry? Do you know why? Does that person make you upset? 

Why are you still their friend? Would you act like that to a 

friend? Should you spend time with someone that makes you 

feel that way? What can we do so you don’t feel that way? 

3. CHANGING FRIENDSHIPS 

People change and friendships change, but kids don’t always 

understand. Discuss the different kinds of friends you have – 

work friends, old school chums and relatives. Explain how 

things change, just like summer friends, neighborhood friends 

and classroom friends. Make sure your child feels good about 

themselves and does not question their own self worth based on 

the changing friends of adolescence. 

4. MAINTAINING A POSITIVE VIEWPOINT 

Try not to look at the negative, or at least dwell on it, and be 

sure to point out the positive. If you do it, your child will. Keep a 

positive view toward yourself, the situation and the people 

involved. Try to diffuse anger, hatred and revengeful thinking. 

5. STAND UP FOR WHAT’S RIGHT 

Developing a voice in adolescence remains important as one can 

be easily overlooked in a crowd of kids. But it’s also an opportunity 

to put into action the morals and values learned at home by 

protecting siblings and those less fortunate from harm or mistreatment. 

Make sure the little kids on the school bus aren’t 

being picked on, watch out for your sisters as you cross the road 

and hold the door for your teachers and elders because it’s the 

right thing to do. 

6. PEOPLE AND SITUATIONS CHANGE 

Everything changes and it’s how we deal with change that determines 

our happiness. By understanding change and working 

with it instead of against it, situations such as a moving best 

friend or loss of a loved one may be less traumatic to your adolescent 

child than it could be. 

7. RELATIONSHIP WITH A HIGHER POWER 

A parent cannot be around to protect their adolescent or point 

them in the right direction at all times, so knowing that someone 

of authority and strength is available times of need can be 

very consoling and empowering. Whether it’s a parent or grandparent 

or higher power, providing a symbol such as crucifix, 

medallion or crystal for their pocket or wallet may be just the little 

something your child needs to get through a tough day. ■ 

Dodi Kingsfield is a writer and mother of five talented and unique children. 

She has been married for 25 years and resides in Forestville, New York with 

cats, dogs, chickens, ducks and lots of toads. Her expertise includes health and 

wellness, family matters and unique perspectives on life. Dodi also works in 

industry as a regulatory specialist. 


communication 


WISDOM OF 

THE MOM 

My mom was a genius! You probably believe your 

own mother was a genius too! Every mom has that ability to be 

great in the eyes of their child. Mom’s need a support network 

to help them achieve greatness. Sometimes that’s quiet support 

from dad, or grandpa, or grams, or some other close 

friend or relative. Sometimes they need vocal support, to help 

cheer them to greatness! 

My mom and dad were not outwardly affectionate. At least, by 

the time I was around, they did not hold hands or hug, or kiss. 

I can remember one time seeing them kiss, and it was quick 

and simple. But I did always know they loved each other, and 

they loved me. They made it clear in what they said and did. 

And, I always knew that my dad supported my mom and her 

decisions fully. Sometimes I could hear them talking late at 

night, after I was ‘asleep’ in bed (so they thought). 

One day at school I had an upsetting thing happen. It was 

curious and troubling. It did not shake my world, but made 

BY MICHAEL CHILDS 

WRITER, PASTOR, SCHOOLBUS DRIVER 

me very agitated. I came home from school, and I was in elementary 

school then, to tell my parents, my mom especially, 

about the day’s events. She always wanted to hear about my 

day. It was an important time of sharing, and she was a good 

listener. She asked questions when I was done. 

The story went like this: my lunch was in my locker. I knew 

what was in my lunch, and it included: one P.B. & J sandwich, 

a few carrot sticks, a carton of milk, and two of those marshmallow-pinwheel 

cookies. I loved those cookies! Well, okay, I 

still love those cookies! 

My lunch was placed in a locker that had no lock on it. In all 

the school, at this age of life, there were no locks on any locker. 

People were taught to respect other people’s things, and 

not to get into anyone else’s locker. They were off-limits. If it 

was not yours, don’t touch it! 


communication 

WISDOM OF THE MOM FROM PAGE 47 

Most of the time that rule held solid. No one bothered 

anyone else’s things. But on this day, my lunch was 

touched! In fact, when lunch rolled around, I went with 

anticipation to my locker to get that lunch, and I was eager 

to finish the sandwich and carrots and get to the pinwheel 

cookies! My appetite was whetted 

for those cookies. I had 

thought about them all 

morning. 

When I opened 

that lunch-box, 

I was very surprised 

to discover 

my pinwheel 

cookies 

were missing! 

They were both 

gone. There was 

no trace of 

them, not even a 

crumb! I was 

upset. I was feeling 

sad at not having 

them, and also a bit 

violated that someone, 

sometime, had entered MY 

locker and taken MY cookies! Outrageous! 

Unthinkable! 

When I got home, that was the first and only thing I needed 

to tell my Mom. My cookies were stolen! I had a cookieless 

lunch today! My mother was sympathetic, but 

said, in her wisdom, “Michael, let’s see what 

happens tomorrow.” 

I know that my mom and dad talked 

about this that night. 

The next day, I had a repeat of my 

lunch. Same exact menu. And, 

again, I was anticipating the pinwheel 

cookies as a little dessert at 

the end of lunch. But again, when 

lunch-time came, I was disappointed 

to find no cookies. The 

thief, whoever he or she was, had 

struck again! Again, outrage! 

Now, this also made me start to 

look around at all my companions. 

Someone here was a thief 

two days in a row! Who was it? How 

would I find them out? 

That night, again, I told my mother about the lunch event, 

and the missing cookies! Who stole my pinwheels? My 

Mom, in her wisdom, said, “Okay. We need to do something 

about this.” She went to the cupboard and brought 

out two pinwheel cookies. We sat at the table and she took 

a sharp knife and cut the cookies at the bottom, 

where the marshmallow met the graham cracker 

base. She was careful and neat in her cutting. 

She went to the spice cupboard and 

brought a small, square tin over to the 

table. She sprinkled black pepper on 

both halves of each cookie, then 

put them back together. 

“Tomorrow,” she said to me, 

”the thief will get a surprise.” 

I gave her a big hug and kiss, 

and went off to bed. 

That next day, I again had the 

same menu in my lunch-box, but 

now I had a secret weapon, pepper 

pinwheel cookies! Somehow, 

when I went to lunch and opened the 

box, and saw the cookies missing, I had 

a sense of satisfaction. I can remember 

looking around me, to see if anyone acted 

differently. No one appeared to be in pain, or 

extreme thirst. 

After that, the thief must have learned a lesson. At least, 

my cookies were never again stolen that year! In my eyes, 

my Mom was a hero. She had devised a wise plan to help 

me out. A way to save my lunch. She was a genius! And, 

the lesson went deeper too. I learned that there are 

ways to stand-up for yourself. There are quiet ways to 

keep from being a victim in life. My mom had wisdom, 

and earned a five-star rating in her son’s eyes 

that day. Plus, I was finally able to eat my pinwheel 

cookies after lunch! 

As we parent our kids today, we need to use wisdom. 

Not all confrontation is helpful. Not all 

situations can be solved easily. But mom’s and 

dad’s can be creative, and also enlist help 

from the support network around them. 

And, the lessons will not be forgotten! ■ 

Michael is husband to LeAnn, and father of two adult 

children, Nate & Adie. He is a writer, pastor, and 

school bus driver. In his spare time, he herds two cats, 

Maya & Donnie. He loves to read; and the whole family 

loves to watch birds. 


teens 

FOUR QUESTIONS STUDENTS 

SHOULD ANSWER BEFORE 

PICKING A COLLEGE 

Choosing a college is no easy task. Considering it's a 

decision that will lay the groundwork for your career and that 

college is one of the biggest financial investments you'll ever 

make, most students and parents too are aware that it's not a 

decision to be taken lightly. 

While it's important to ask a lot of questions about the schools 

you're considering, some of the most important questions you 

need to ask before choosing a school should be directed at 

yourself. Figuring out your own learning style and picking a 

school that plays to those strengths is one of the biggest keys 

to your educational success. 

John Keim, Provost and Chief Academic Officer for Westwood 

College School of Technology shares four questions students 

should answer before choosing a school: 

DO YOU DO WELL IN A LECTURE SETTING OR ARE 

YOU MORE OF A HANDS-ON LEARNER? 

Once you answer this question, determine which style of 

learning is used most at the colleges you are considering. For 

example, a large liberal arts university might feature a class 

schedule heavy in lectures, where a career-focused tech school 

might focus mainly on hands-on learning in a classroom setting. 

DO YOU FAVOR ABSTRACT THINKING OR DO YOU 

LIKE TO SOLVE PROBLEMS IN A MORE DIRECT AND 

LESS THEORETICAL MANNER? 

If you enjoy creative writing and topics likes political science, 

religion or history where there tends to be more than one way 

to answer a question and analysis is a little more subjective, 

you're more of an abstract learner. If you enjoy math or computer 

programming, where there are right and wrong ways to 

solve a problem, you prefer a more empirical and pragmatic 

method of learning. Determining what works best for you will 

help you both pick a college and area of study. 

WOULD YOU CONSIDER YOURSELF A NON-TRADI- 

TIONAL LEARNER? 

If you've found success in classes that wouldn't be considered 

traditional, such as projects-based classes as opposed to traditional 

lecture-based classes, you may do well to find a college 

that offers classes that cater to students with non-traditional 

needs. If you've already tried a traditional college and didn't 

like it or weren't successful, you may have just needed a curriculum 

that better fit your learning style and schools that 

cater to non-traditional students can help. 

DO YOU ALREADY KNOW WHAT TYPE OF CAREER 

YOU WOULD LIKE TO PURSUE? 

If you do, you may want to consider a career-focused college 

that will give you the specific training to succeed in your chosen 

career. If you're undecided or have multiple interests, a 

liberal arts education might be more appropriate. For example 

if you know you want to be a computer programmer and 

have no interest in a managerial role, you might consider a 

school that focuses specifically on building your technical 

skills to help you in that specific role. 

For example, Keim says, “Many students in technologyfocused 

programs do well in classes that teach specific technology 

skills that prepare them to transition easily into their 

first jobs after college. These students also benefit from 

hands-on projects-based training designed by professionals 

who have worked in field that students will eventually be 

working in." 

By thinking a little bit about what makes you succeed as a student, 

you can best determine both where your interests lie 

and what kind of education is best for you. By determining 

this before you enroll in a school, you'll help increase the odds 

that your educational dollar is put to good use. ■ 



F ido 

Humans and animals have much in common. Both eat, sleep, 

like to have fun, and need to stay healthy. Maintaining good 

health for yourself is just as important as keeping track of 

your pets. According to the American Pet Products 

Manufacturers Association, 93 million US dogs and cats are 

overweight or obese. 

The first step to good health is a hearty diet. Dogs may 

consume table on a daily basis; however, if these special treats 

are adding up to more than 10% of their diet, it could 

become hazardous down the road. The blog, Doggyspace, has 

identified ìscrapsî such as plain rice, carrots, seedless 

watermelon, berries, and chicken to be risk-free as long as 

served in appropriate portions. Peanut butter is another 

healthier treat, but pets need to watch fat intake just like 

their owners. 

Cats, on the other hand, need stricter diets. Franny Syufy, 

member of Cat Writersí Association, advocates felines do not 

get fed table scraps because ìextras that they consume will 

take away their appetites for their regular meals.î It is best to 

FEATURE 

PETS AND OBESITY 

BY JEN STRIEGEL 

PR INTERN FOR THE CHAUTAUQUA 

COUNTY HUMANE SOCIETY 

keep it simple and 

safe with dry or 

wet food. 

Along with good 

eating habits, our 

furry friends need 

daily activity. A 

huge difference 

between owners 

and pets are those 

with two legs 

have access to a 

lot more activity 

and freedom. Since pets are not able to come and go as they 

please, owners need to remember to give them attention and 

motivation to avoid lethargy. When our pets become restless, 

excessive barking or meowing, chewing, or scratching can 

occur. The ASPCA recommends physical and mental exercises 

to help control the habits of our goodhearted pets. 

All grown dogs require at least 30 minutes of physical 

activity, says ASPCA. As a pet parent, join your dog in walks, 

jogs, swimming, or tossing a ball around. Cats can also be 

walked or interacted with in other ways. Simply putting a 

ball in a shallow cardboard box can provide as much 

entertainment as cardio for the furry friend. 

When an owner wonít be home for a few hours, fun is still to 

be had! Pet stores have toys where dry food or perishable 

treats can be stuffed inside, giving enjoyable entertainment 

even when no one else is around. Windows can be kept open 

or put on a pet video while you step out to always have 

available entertainment. 

Above all, being active with your pet shows them how much 

you care. Take pictures before starting a healthier routine to 

watch the progress he or she is making and that will keep the 

motivation strong. 


GREAT TEACHERS MAKE A 

GREAT UNIVERSITY. 

Dynamic professors who love what they do are at the heart of the student experience at Gannon 

University. With a low faculty-to-student ratio of 14:1, nearly 100 undergraduate and graduate 

degree programs in all of the most sought-after areas of interest, and generous financial aid packages, 

Gannon University makes an elite, private university education as affordable as it is rewarding. 

Schedule a visit today at www.gannon.edu or by calling 800-GANNON-U. 

OPEN 

VISIT 

INQUIRE 

HOUSE 

EXPLORE 

Join us for Open House! 

Saturday, October 27 

Register today at gannon.edu/events

“They made a difficult time 

much less stressful.” – Bill, member 12 years 

When the unexpected happens, expect the RedShirt SM Treatment. 

Waiting for my diagnosis of lung cancer to be confirmed was awful. But Independent Health 

made sure everything happened promptly to minimize my anxiety. Thankfully, I didn’t have 

cancer. Their support made it a lot easier to get through that scare. 

See more at RedShirtTreatment.com 

© 2012 Independent Health Association, Inc.

alo Museum of S - Jamestown | Post-Journal

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?