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|Yale-New Haven Teachers Institute
Lesley E. Troppe
In writing this unit, it is my intention to take one topic and integrate it so that students will be able to practice what they are learning. If a topic or unit can be related to real life and real life experiences, then I believe that it will increase comprehension and ultimately the mastery of the material. Integration allows the teacher to pull from different resources being as accurate as he/she chooses. It can encourage our children to do their best while giving them the opportunity to exercise their rights. Cooperative groups and hands-on lessons usually facilitate a conducive learning environment. Libraries, field trips, speakers, videos, computers, community involvement, are all examples of an active learning tools that can create a connection between your students and the subject. We, as teachers, know that almost all the material we teach will in some way will be utilized at some point during the lives of our students. It is our students who do not see the correlation. We have to show and involve them. Nobody likes to be a bystander, we all want a part of the action. Our students should be exposed to all the subjects focusing on the same topic. By this I mean, (and I will use Genetics because it is my topic) we should educate our students on the topic of Genetics through subjects such as math, reading, writing, science, social studies or history, literature, art, and any other areas that can be applied. We all have our strengths and weaknesses and it is my belief that if a student can succeed in an area then his abilities, expectations, and self-esteem will flourish. Likewise, when forcing a person to learn when he/she cannot grasp the material in a certain context, the expectation is for failure and more often than not, the student fulfills that expectation. If one subject area can increase the student's mastery of a given topic then there is a possibility of applying that success to a different, less popular, subject area. If a student cannot or does not choose to focus his concentrations on a particular subject, then that student can redirect his abilities to a more comfortable area while still being immersed in the content.
My unit of study is on the topic of Genetics. Being a third grade teacher, I have written this "curriculum" and directed it towards elementary aged students and their teachers. However, it is my feeling that children are capable of comprehending complex and detailed subject matter as long as it is presented in an interesting and exciting manner. Therefore, I have not substituted any scientific words with elementary type terms. The genetic terminology is accurate, though not exceedingly difficult. The curriculum material has been developed allowing the teacher the ability to tailor the unit to his/her students either individually or as a whole class. This unit should be viewed as a guide to assist the instructor in the study of heredity.
Genetics is a topic that has numerous as well as various areas to study and investigate. Throughout this unit I found that there were many times when a teacher could stop and expand on a new concept. Each new area to be explored has the potential to become a unit within itself depending on how much time and how in depth the teacher wishes to focus on that particular "subtopic." Additionally, these other areas of related study can also be integrated within the regular curriculum and then combined with the unit on heredity to produce a spectacular exhibit of the student's work . The time spent researching and teaching this unit is entirely up to the teacher. As I mentioned earlier, this curriculum has many avenues to take, which ones chosen depend on the availability of resources, academic levels of the students, time constraints, etc.
- 1. Students will be able to pronounce (as best as they can) the scientific term used in explaining heredity.
- 2. Students will understand the meaning and/or significance of these genetic terms .
- 3. Students will be able to use these words in sentences relating to the information taught in the unit.
- 4. Students will see a connection between heredity and the importance of it not only in science but, in other academic areas as well.
- 5. Students will be able to make predictions regarding possible genotype results of the F2 generations for situations in which the P generations have homozygous and heterozygous charecteristics through the use of Punnett Squares.
- 6. Students will grasp the material through different and interesting lessons that will incorporate all subject areas. These lessons will include games and puzzles. All resources that can be of any assistance in the comprehension and application of the unit, will be employed.
- 7. Students will construct their own models of a genetic concept learned and present it finding information through various resources available to them.
- 8. The Hybrid Cross will be applied to all individuals and they will construct family trees on either themselves or a fictitious character.
- 9. Students will understand and become more compassionate towards individuals who may have inherited diseases, birth defects or problems.
In introducing this lesson I will construct a bulletin board finding and posting pictures of people with their families from sources such as magazines or collecting pictures of my students and their families. (Including also pet photographs to illustrate the same idea with animals as with humans.) These pictures would serve to show the similarities and differences between families as well as between unrelated people. (At this time I will also examine traits and what they are. It might be fun to get a poster of a person and circle all the traits we could see. The students can also draw pictures of themselves and/or families and list all of their traits as well.) It is important, I believe, to get across the concept that people are made the way they are. Noone has had the chance to ask for blonde or brown hair, be tall or short, have blue or brown eyes. We can change some of these things through contact lenses, dying our hair, or other artificial substances. I would also like to stress that even though everyone may look different on the outside, we all possess the same basic physiological construction and it is our genetic material which gives us our individuality. It would be during this time that a separate lesson(s) would be introduced on different types of people around the world. Students can become familiar with all kinds of ethnicity's from Hispanic to Jamaican. Different cultures and traditions can be fun and interesting to learn about while concentrating on our uniqueness. No one's looks or beliefs are bad or wrong (provided it doesn't harm others) but simply different, and that's what makes up our world. I might also want to deviate slightly and examine the USA and how this country is made up of so many different and unique people, beliefs, cultures, etc. The library would most likely be able to provide many resources on this topic. Books, videos, listening tapes, may be helpful for the students to view or listen to while exploring different countries or parts of the U.S. This lesson can incorporate many subjects. There are plenty of trade books that the kids can read to learn about different societies and cultures. Mapping countries and/or regions where certain people are located while using a key and a scale can reinforce geography and math. Writing can surely be integrated either with reports or creative pieces. Art will add a great segment to any "project." Maps or models of people can be made using paper mache. Paintings of other places should be displayed. Collages of foreign environments or simply pictures accompanying a piece of writing add color and dimension to everyone's work.
The next objective of my lesson would be to get across the difficult concept of how our traits and characteristics came from our parents and made us up . There are many words that can be put into vocabulary lists. Spelling, cursive, grammar, sentence structure, etc., can all be attacked using the genetic terms used to describe heredity. Genetic dictionaries with illustrations created by the students can reinforce all of these objectives in one. Cell and cell structure is another topic that can be examined much more closely. Again, there are many areas and types of resources that can assist in the teaching of this subject. All academic areas can be integrated. The concept of DNA RNA, ribosome's, double helixes, bases, codons, nucleotides etc., are also areas where further examination can become separate units of study. Each one presents new and added information that is directly related to heredity. Again, every subject can be integrated. There are tons of books to read, many experiments that can be used to promote the scientific method. Using microscopes to look at students own cells or slides of different types of cells will allow the students to see what is being learned. Laboratories may allow trips for classrooms to view their work and explain what they are doing , how, and why. Writing can be accomplished through simply recording observations and creating hypothesis or in creative pieces that can attack the CMT standards simultaneously. The history of genetics is fascinating and can encourage the study of other parts of the world where famous scientists came or come from. Theories of heredity and the time frame from when they were thought to be true is interesting. Recreating some of the earlier science experiments to see how results were derived can be fun (Gregor Mendel for example). Making a cell from material or paper mache and slicing it open to show the different components can help with understanding . T-shirts using fabric crayons can have genetic designs permanently ironed on. The students have a super piece to show and talk about. Aprons with removable genetic parts can be made, puzzles, games, and of course, illustrations are only a few ideas to encourage active learning.
Finally, explaining how each individual has traits passed down to him/ her and the consequences associated with recessive and dominant genes can be investigated in numerous ways, all of course, involving integration. Patterns and pairing can be reinforced in math while reinforcing codons(always in three) bases (always in two) chromosomes(all different numbers of pairs depending on the animal) genes (in two, especially when looking at traits on the hybrid cross). Experiments using animals to determine traits and characteristics can be done or read about. Discussions about ethic may lead to reports, presentations, creative writing, letters (concerning ethics in other areas such as testing on animals). A unit or lesson(s) can be taught on the subject of mutations and the biolological and sociological effects of those on people. The history of this problem and how it was and is dealt with yesterday and today. Places in the world that may have more or less frequency in genetic mutations and why (drugs, nuclear disasters, scientific mutations). Social behaviors and how we as a society should be prepared to serve any genetic "problems."
There are so many more ideas that can be used to create a learning environment that will allow the students to work on their own as well as in groups, access all the academic areas for every level student, utilize resources, permit art to teach our students. It is imperative that educators understand that this unit has the potential to become anything a teacher wants. If the vocabulary is too tough, the contents too difficult, ideas too abstract, then the unit can be modified to fit you and your students needs. Objectives, methods and activities will be included for each section within the genetics unit.
Has anyone ever told you that you look like your mom or dad, brothers or sisters, grandma, grandpa, aunts, uncles, or cousins? Has anyone ever commented on how different you look from the rest of your family? Maybe your blond hair sticks out while everyone else has dark hair. Or, do you have blue eyes and your entire family has brown eyes. Well, if you answered yes to any of these questions, and you probably did, don't worry because everyone who's anyone has asked the same question. And there's an answer too! Probably a much longer and complicated one than you thought but, once you hear this explanation you'll understand everything. Now, some words and ideas in here are tricky but if you listen and ask questions, eventually things will become clear. But hey, you've got it easy! It's taken hundreds of years, thousands of guesses, dozens of scientists, and lots and lots of experiments just figure out what you're going to learn in the next few pages.
- 1. Students will master the difference between non-living and living objectives with regard to physical makeup.
- 2. Students will understand that all members of the same species will have similar characteristics that help to identify them.
- 3. Students will become aware of the differences between various members of the same species.
- 4. Students will become aware that genetic makeup is the same within all human being regardless of our ethnic background.
When someone tells you that you have your mother's eyes, your father's hair, someone's chin, are you ever confused? I mean did your mom have to take out her eyes and give them to you? Did your father cut off his hair and stick it to your head? No, of course not. That would be awfully messy and you come in a nice, neat package. So, if your parents didn't actually give you their eyes, hair, chin, whatever. How did you get it? Well, the answer is in a special chemical that every person has. It's called DNA. Actually, not only do we have it (humans, of course) but your dog has it, the trees have it, tomatoes and potatoes have it, in fact all living things have DNA. Do cars and planes and silly putty have DNA? Absolutely not! They can't. DNA is only found in living organisms. (An organism is something that has lots of smaller parts.)
By now you must be asking, "What is this DNA stuff?" Good question. DNA is the chemical that gives the instructions that tell what a living organism is supposed to look like. It's kind of like a recipe. In a certain order DNA prepares the recipe that will give you curly or straight hair, blue or brown eyes, make you tall or short. DNA is short for a very long word called deoxyribonucleic acid. It's pronounced dee-ahk-see-ry-boh-noo-klee-ik acid. DNA holds the traits that pass from parents to their young. We call this heredity. Heredity works in two ways. First, it makes each living thing look the same, in many ways, as others of its kind. Secondly, at the same time it makes things look the same, it also makes each organism unique. Let's look at this a little more closely. Because of heredity all living things look like others of their own kind in some way. For instance, all cats have the same types of features. Fur, pointed ears, whiskers, long tails, are all characteristic of a cat. Likewise, all dogs are easy to identify because they have dog traits. This happens because every living thing gives birth to its own kind. Cats have kittens, dogs have puppies, bears have cubs, humans have babies, and so on. No cat has ever given birth to a puppy and you will never see a human give birth to a goldfish. Humans also share the same features.
Almost all people are born with two arms, two legs, and one head. But (and this is a big one) even though animals and people look like their own species, each animal , like every human being is also unique in it's own special way. For example, how many of you have or had a cat or dog? Okay, now if you took all the cats or dogs, including your own, from your neighborhood and rounded them up into one big room, would you be able to pick out your cat or dog? Of course! Because even though cats and dogs (and every other animal) resemble each other, each individual animal has its own special qualities that make it different from any other cat or dog. And if you were asked to draw a picture of your cat or dog it would be the same as your friends cat or dog. You say no. Well, don't both cats or dogs have ears? Don't they both have eyes, tails, fur, and legs? Yep. But not everything's the same, right? What would be different? Let's take a minute and list all the things that help you pick out your cat or dog and not your neighbors. Now, if we couldn't do this what do you think would happen? Sure! Every cat and dog would be identical. The same thing applies to humans. There are lots and lots of people in the world and almost all have the same characteristics as you. A few of these people might include humans with different skin color. African-American, Indian, Hispanic, Asian, Caucasian, are just a few. These people also have the same basic features as you but are they exactly the same? Nope. How are they different? Do black people and white people both have mouths and noses? I hope so. Look closely. When you compare noses and mouths are they the same? What do you see that makes them different from each other? As you can see we are all the same with some features that make us different. But this isn't where it ends. In fact it's just the beginning. We realize now that event though we share characteristics, we're all very different from each other. That's why you look like you and I look like me.
- 1. Students will construct two lists. One list will identify living organisms. The second list will identify non-living organisms.
- 2. Students will draw a full body self portrait. A class list will be constructed which depicts similar and different characteristics exhibited through the drawings.
- 3. A mini unit exploring different ethnicities will be conducted during the course of four to six weeks. This unit will include information pertaining to prominent cultures within our school. This will include people of African-American, Hispanic, Asian-American and Caucasian backround
- 4. Students will be exposed to various cultures while examining and making comparisons of the physical manifestations of their genetic material.
- 5. Mapping skills will be utilized to identify the geographic origin of the ethnicities be examined.
- 6. Students will utilize various resources to compile information relating to a certain topic being studied. Computers, libraries, videos will be of assistance. Class members will submit reports, as well as, creative writing pieces focusing on a chosen prompt.
What about your relatives? If they have the same color or hair or nose how come they don't look the same as everyone else with the same features? And how come you share the same overall features with your brother or sister or mom and dad and you look different from them? Well, besides sharing the same features, everyone else has their own special look at the same time. Otherwise, we'd all be very confused because we wouldn't know who was who! But, if you look at your mom or dad or both you'll probably see that you look like them too. Sometimes a kid might look just like his mom or just like his dad. Lots of times it's both. This is because your parents pass down what we call "traits" to you. A "trait" is a feature. Everyone has traits. Being short or tall, having straight hair or curly hair, green eyes or brown eyes, are all traits. Your traits come right from your parents. This is how come you look like them and not Michael Jackson or Whitney Houston. In order for you to look like Michael Jackson or Whitney Houston, they would have to be your mom or dad. (Unless you have Michael's plastic surgeon, in which case you can look like anything you want) The tricky part is how two separate people, your mom and your dad, can get together, each with their own set of traits, and produce you with only one set of traits. If you added it up you should really have two of everything. Your moms nose and your dads nose. Your moms hair and your dads hair. But you know that this just cannot be. You'd be a mess. Besides, what if your mom was tall and your dad was short? How can you be tall and short at the same time? And if this were true how could your brother have blue eyes when the rest of the family has brown? There is an answer and it's not that your brother was adopted! The answer to all these questions is in DNA. Remember DNA? Anyone remember what those letters stand for? (Illicit responses, or refer to board where word should be written phonetically) Awesome! DNA has the instructions for everyone's traits. You get your DNA from mom and dad and you'll pass down your DNA to your kids and they'll pass down their DNA to their kids and so on. The tough part is understand how you got this DNA stuff anyway. It's not in a shot and you can't drink it, so where does it come from and how did you end up with it? And who gets to decide what's going to be in this DNA that made you look the way you do? To understand this, we have to start from the beginning, and you thought we were way past that!
- Objectives:
- 1. Class members will grasp the understanding of "traits" and how they are passed on from parents to their young.
- 2. Students will master the proper genetic terminology for the four DNA bases.
- 3. Students will comprehend the minute size of the DNA strands which are encompassed in each cell.
- 4. Students must gain some understanding of cells, amino acids, proteins and codons.
- 5. Class members will master the concept of free nucleotides and the "unzipping" of DNA strands in the transfer of genetic codes.
All living things are made up of cells. Every living creature from fleas to mice to birds all began life just like you—- as a single, tiny cell. Cells are so small that you have to use a very powerful microscope to see them. Using a microscope would let you see hundreds of cells. To see just one cell you would have to use the MOST powerful microscope. Cells are the building blocks of life. Your body has about one trillion cells (100,000,000,000,000). That's a lot of cells. Each cell is smaller than a grain of sand. You probably can't believe that something so small was once you, but it was! Inside every cell is a very complicated and super-neat plan all designed to create you. This plan lies inside the cell in a part call the nucleus (noo-klee-us). The nucleus is like the cell's brain. So, where do you come in, you want to know. The ingredients to make you up were and are coiled up in DNA in a tangle of forty-six long thread -like things we call chromosomes (KROH-muh-sohmz). Chromosomes are found in the nucleus of EVERY cell. DNA is truly amazing. Here are some super facts that your parents won't even know! The DNA threads or chromosomes are a thousand times thinner than a strand of hair. You could fit about five million through the eye of a needle. And as hard as that is to believe, if you were to unwind the DNA from one cell, it would stretch for about six feet. The DNA from one itty bitty cell has more information in it than a whole set of encyclopedias. You were pretty smart for being just one cell. Every species has chromosomes in each cell. The number of chromosomes is different for each species. For example; a tomato has twenty-four, a pea plant has fourteen, a gorilla has forty-eight, a mosquito has six, a dog has forty-eight, a cat has thirty-four, a goldfish has ninety-four, a cabbage has eighteen, and of course we have ____? If you look at the chromosome number you will see that they all have something in common. Did you get it? If you said the numbers are even, then you're right. The chromosome numbers are always even because they are always in pairs.
I'm sure you already know that in order to have a pair there must be two. We have two sets of twenty-three, making a total of forty-six. See if you can figure out how many pairs the species that were mentioned before have. Remember, pairs are sets of two. Chromosomes are full of DNA. If you had X-ray vision like Superman and could see very tiny things up close and personal, you would see that a thread of DNA has a very cool secret. There isn't just one strand of DNA, but two strands that wind around each other. It looks like a ladder that is twisting and turning. We call this strange shape a "double helix." We'll get back to this later. Now, in order for you to grow, that one cell that you began with would have to change into two cells and then change again into four cells and again into eight cells and so on. To do this a cell must divide. You all know what dividing is, right? I hope so, but just to be on the safe side when something divides it simply splits up. You've done this a zillion times. When you are playing a game in gym and the teacher says, "Divide yourselves up into two teams." Or when you have to share your most favorite candy bar with your bratty little sister and your mom says, "Divide it up." The trick with dividing things up is that each side is supposed to be exactly the same as the other. Sometimes this happens and sometimes, like when that candy bar is supposed to be equal, it doesn't. When cell divides itself it splits up perfectly. But before a cell can divide the DNA inside the cell must copy itself so the new cell will have its own set of DNA. Do you remember when we talked about every cell having its own set of DNA inside it? Great.
Now, when I say "copy" you might think that there's a tiny little copier inside each cell, kind of like the one your teacher uses to run off dittos. But that's not the case. Your DNA is so smart that it copies itself with out any help from machines. Hard to imagine but true. However, it's not that simple. In order for DNA to copy itself, it must go through a very complicated and precise process. Kind of like baking a cake. The right ingredients must be there and you have to follow the instructions carefully or else you end up with something very different from cake. Let's take an even closer look at DNA so you'll have a better understanding of what I'm talking about. As you already know DNA or a chromosome is shaped like a twisted ladder. The steps of the DNA ladder are made up of things we call bases. There are four different bases. Adenine, Thymine, Cytosine, and Guanine. We'll call them by their first initial to make things easier. So now we simply have A, T, C, and G. There, that's much better. Each step on the DNA ladder is made up of a pair of bases. Got that? Good. The next trick is to remember that a pair of bases ALWAYS goes together in a special combination. Confused? I thought so. Let's zoom in and clear this up. You see A base and T base are friends, and they hang out together. And, you guessed it, C base and G base are friends and those two hang out on the chromosome together. You will never see A base hanging with C base or G base. And you will never see T base hanging out with C base or G base. The same holds true for C and G base, they will absolutely not, under any circumstances hang out with anyone but themselves.
We don't know why it's like this, but it's very important when DNA copies itself that these are in the right combination. The secret message in the DNA gives instructions on how to make you. We talked about that before. You know that your body is made up of cells but did you know that your cells are made up of water, sugars, fats, proteins, and of course, DNA. DNA is the code for making the proteins in your cells. Proteins are very important because they help a cell make the other chemicals that it needs to do its job the right way. Proteins also make your cells a certain color and shape. The DNA in your cells has the recipe to make about fifty thousand different types of proteins. How is a protein made? I knew you'd ask that question. It's a good question with a good answer. Remember the bases we just talked about? They're called A, T, C, and G. Okay, well those chemicals or bases are arranged in a special order along the DNA thread. This special order makes a protein. But, what is a protein? Proteins are the basic building block molecules that make up all living things. Your body must have proteins to grow and stay strong. There are lots of different proteins in your body. All the proteins are made up of twenty different small chemicals called "amino acids." Let's get back to A, T, C, and G. Those guys get together and they spell out the instructions for making all the different proteins. A, T, C, and G can get together in many different ways. Every time the bases decide to make a protein they spell it out using three of the letters or bases. When the base letters make up a code for a protein we call it a "codon." That's pretty easy to remember because it sounds like the word "code" and that's exactly what the bases are doing. Making up a code. But, we're getting off track here. We'll come back to that in a little while. What you need to know is that DNA makes proteins, proteins make cells, and cells make you! You know that your body is made of calls but, do you know what kinds of cells your body has and needs? Take a minute and think and see if you can come up with some of the cells in your body. Okay, I bet you were able to name a bunch of cells. How many of you came up with blood cells? How about muscle or skin cells? There's also hair cells, mucus cells, teeth cells, and many, many more.
We still haven't answered the question of how one cell, the cell that started you, became a trillion cells, that you are now. Do you remember when we talked about DNA and how it's really a double helix? (A quick review may be necessary so students are not confused) And how each step on the "ladder" is a combination of bases A and T or C and G ? Anyone remember the name for those bases? Well, in order for a cell to split, the DNA in the double helix must first copy itself. To do this the double helix has to unwind. So now the "ladder" that was once twisting and turning, straightens out. Then the neatest thing happens! The double helix or "ladder" begins to UNZIP itself breaking apart the bases. Now if bases A and T make up one step they're forced apart. Think of it as base A holding hands with base T. They are right next to each other when the double helix begins to unzip and WHAM! They are split up. Now, once the DNA is unzipped there are two separate threads, right? Think of the zipper on your coat or jacket or pants or whatever. When you zip up your coat, the two sides are connected and make one. When you unzip your coat, they come apart and then you have two separate sides. All right, once the double helix has been unzipped and the two separate threads are exposed, these cool things called "free nucleotides" (new-klee-o-tydz) come in and join up with the free bases. Let's clear this up a little bit more. A free nucleotide is like a single base floating around without a partner. So there would be A's, T's, C's, and G's with noone to hold hands with. Can you tell me which bases always stay together? Super! A's and T's and C's and G's. So if the DNA has unzipped and there are bases hanging out by itself, what do you think those free nucleotides might do? I hope you said that a free nucleotide would come in and attach itself to the correct base. Let's see if you've been paying attention. Ready? If there's an A base on one side of the separated DNA thread with no partner, which free nucleotide would come in and attach itself to that A base? Did you say a T based free nucleotide? YEAH!!! How about another one? Let's say there's a C base with no partner. Which nucleotide will pair up with it? Most definitely a G nucleotide. If you got that give yourself a pat on the back. This happens for every base without a partner.
Now, let's say that this is exactly what has happened. The double helix unzipped breaking apart the bases and separating them into two DNA threads. Each thread has bases attached but without their partner. The free nucleotides come in and pair up with the right unattached base. How many "ladders" or double helixes would we have now? The answer is two. If you didn't get that don't worry, it takes lots of people a lot of time to get it straight. Since the bases of the DNA strands can only have a certain partner, once the free nucleotides have attached themselves to the unpaired base, DNA has made an exact copy of itself. Just to make sure you understand this let's take one example. Say the DNA ladder has steps that look like this: AT, CG, TA, and CG. Now, the strands unzip leaving only one base on each side. One side has bases A, C, T, G. The other side has its partners T, G, A, C. Once these bases are left hanging the free nucleotide come in and connect with the right base. If this happened what would be connected to the DNA strand with the bases A, C, T, G ? The base A would have the free nucleotide T pair up with it. And C would get G nucleotide, T would get A, G would be paired with C nucleotide. Do the other strand yourself and see if you match up the right nucleotide to the right base. The answer for T, G, A, and G is A, C, T, and C. Once the DNA has finished copying itself and there are two identical double helixes, the cell can now divide and give the new copy to the new cell. This whole process has a name, it's called "mitosis." (my-tow-sis)
Remember proteins? Remember talking about how DNA acts as a code for making the proteins? It's almost the same as copying itself except for one little detail. Let's take a look. When a protein needs to be copied a small part of the DNA ladder unzips and the recipe for a certain must be copied from one strand of the DNA to another strand. This other strand is called a "copy strand."
- 1. Visuals will be used to get across the concept of how tiny a chromosome is. A needle will be used to demonstrate.
- 2. This will be an opportune time to reinforce multiplication, division, or patterns. Research will include finding the number of chromosomes for various animals and presenting how many pairs each animal has. Games, puzzles, etc., will be utilized to extend math skills as well as facilitate continued chromosomal study
- 3. Students will benefit from having a visual displayed reminding them of this information. A coloring page with this message colored in and hung up around the classroom will heighten comprehension.
- 4. Students will work in cooperative groups and construct a list or deviate for a period of time and investigate cells. Types of cells, cell structure, differences among cells, are all topics that can be researched and discussed. Diagrams, illustrations, models, slides, speakers, etc., will be of assistance in this unit.
- 5. Separate zippers will be purchased at any fabrics or sewing store and used to show the students the zipping and unzipping of the double helix. Using a visual aid is helpful and will assist with the concept of free nucleotides pairing up. Doing examples on the board will help the student "see" how the bases and nucleotides attach and form two new double helixes.
- 6. Kids will come up to the board to match them up or work in cooperative groups doing the pairing on paper, or the students can construct a portion of a double helix with removable parts. Velcro is useful in making removable parts.
The copy strand has its own name. We call it "messenger RNA." RNA is short for ribonucleic acid (ry-bow-new-klay-ik) RNA doesn't need to be nearly as long as DNA because the mRNA isn't a copy of all the proteins that make up the body. It's just a copy of only one set of instructions for one protein. A protein that a certain cell may need to do its job. We talked about all the different cells your body has and how each cell has its own job to do. Different proteins help different cells get the job done. So, when it's time for a protein to be copied mRNA is the man on the job. We know the bases on the DNA strand. The bases on mRNA are the same EXCEPT for one. While DNA has A, T, C, and G, mRNA has A, C, and G. The difference is the T. DNA has T base and RNA instead of T has U base. U stands for the chemical uracil (yur-uh-sil). This U base acts just like a T base. For instance, if the DNA has a T base, mRNA will copy with its partner the A base. If DNA has a C base then mRNA will copy with a G base. It the DNA has a G base the mRna will copy with a C base. BUT, if the DNA base is A then mRNA will copy with a U base, not a T base. Nobody knows why this happens. Think of it as simply a substitute and don't worry because if you've gotten this far, then this will be no sweat. Try to copy this protein from the DNA strand. Think of yourself as the copy strand for proteins mRNA. Here's the code: C, T, A, G, C, T, A, G, T. Now, mRNA copy that! Here's the answer: G, A, U, C, G, A, U, C, A. Once the mRNA or copy strand has the code for the protein, it travels to another part of the cell to find something called a ribosome (ry-bow-sohm). The ribosome is the cell's protein factory where mRNA's instructions are read and the proteins are put together. All proteins come from chemicals called amino acids. This was brought up before. Do you remember how many amino acids we have? Twenty. Now, the ribosome has the instructions that take the different amino acids and turn them into a protein. As the ribosome reads the instructions from the copy strand (mRNA), it joins the amino acids together like beads on a necklace. When the ribosome has finished reading and attaching a protein has been put together. What do proteins do again? Proteins help cells and you are made up of cells! There are more than two hundred different kinds of cells in your body. You may wonder why cells are different if they all have the same DNA instructions to make proteins. That's because in any one cell only a small part of the DNA threads are unzipped and making proteins. DNA threads are so long and complex that some cells are making proteins from one section of the DNA thread while another cell is copying protein from another part of that same thread.
- 1. Students will understand the difference between DNA and mRNA.
- 2. Students will comprehend the four bases of RNA and be able to correctly pair up the bases using the base Uracil instead of Thymine.
- 3. Students will grasp the understanding of mRNA's job within the cell.
- 4. Students will know what a protein is and why it is necessary for cell integrity and function.
- 5. Students will learn the relationship between a ribosome and proteins.
- 1. Students will again use the board or work together to figure out the corresponding bases. If models have been made mRNA can be included and removable bases added. Several practice codes can be done to ensure mastery of mRNA.
- 2. Lessons or mini units will be inserted here to examine more thoroughly the job of proteins and why it is essential that we have them. Books, videos, posters or visuals, speakers such as doctors or scientists, computers, diagrams, et., can be used to facilitate learning on this topic.
- 1. Students will have mastered the number of chromosomes within each cell in the human being.
- 2. Students will be able to identify X and Y chromosomes and the significance of each in determining the sex of an organism.
- 3. Students will be learn the difference between Mitosis and Meiosis.
DNA is responsible for almost everything about you. That's a lot of responsibility! It's also the reason that you are a girl or a boy. How is that, you ask? Read on. Both men and women have forty-six chromosomes in every cell (we already knew that). The chromosomes are always in pairs. So half of forty-six gives us how many pairs in each cell? Terrific! Twenty-three pairs is right. The ONLY difference between men and women or boys and girls is the twenty-third pair. All the chromosomes look like little X's. But, the twenty third pair of chromosomes in a man has one chromosome that looks like an X and instead of the other looking like an X too, the other looks like a Y. The twenty-third pair of chromosomes in a women's cell are both X's. Now, pay attention here! In order to make you two cells had to come together. One from the father and one from the mother. The father always gives the sperm cell and the mother always gives the egg cell. These cells, the sperm cell and the egg cell, are called gametes. Gametes are special because while all your other cells have forty-six chromosomes, gametes only have half. That is to say that sperm cells and egg cells only carry twenty-three chromosomes in each cell. A cell with a single set of chromosomes is called "haploid." A cell with two sets of chromosomes are called "diploid." So, we call gametes haploid cells while the rest of the cells in our body are diploid. Can you figure out why these cells would only have twenty-three and not forty-six? Well, if dad was to give you forty-six chromosomes and mom was to give you forty-six chromosomes, you would have ninety-two chromosomes in one cell! That's a little too close for comfort. So, to get you started dad gave you half of his chromosomes and mom gave you half of hers. Now, since each gamete gave you twenty-three chromosomes, one from each parent, you have a total of forty-six. Much more like it! But, why are you a girl and not a boy? Or a boy and not a girl? Well, like we said before, the twenty-third in mom's chromosome in mom's is XX. And the twenty-third chromosome in dad is XY, right. Since the gametes only carry half the number of chromosomes some of the sperm cells carry dad's X and some of the sperm cells carry dad's Y chromosome. Since mom has both XX's then all of the egg cells have an X. Here's the trick, if the sperm cell that is carrying the X chromosome gets together with mom's egg cell then there are two XX's. One from mom and one from dad. Two XX's and you are a girl. But, if the sperm cell with the Y chromosome hooks up with mom's egg cell, then you have an X and a Y chromosome. If you have an X and a Y then you are a boy. Imagine that, one tiny chromosome out of forty-six and you're either a boy or a girl. This whole process of determining whether something is male or female is called "meiosis."
- 1. Undoubtedly, the teacher may get questions relating to sex. This is an appropriate time to examine the topic and explain it in a scientific sense rather than a sexual matter. There is an abundance of materials and people who can provide assistance. In addition there are many coloring books, diagrams, and question and answer guides to allow the student to participate in many different ways. The topic of identical and fraternal twins will be addressed at this time and later on when discussing looks you can refer back to this as to why some people look exactly alike and other do not. Illustrations and diagrams will be utilized to further comprehension.
- 2. The scientific method will be implemented here. Students will draw or look at what has been learned up to this point and observe carefully. They will be able to make an educated guess or hypothesis concering why gametes only have half the regular chromosomes. Once they have come up with a hypothesis they can try to predict the next step and give an explanation.
So, now that you know why you're a boy or a girl, the question still remains why do you look the way you do? What decides whether you will have your mother's nose or your father's nose? We know that proteins are building blocks. We know that amino acids make up proteins. A gene is a part of DNA and a part of a chromosome. A gene controls the way you look. We learned how DNA makes its proteins. Amino acids join together like beads on a necklace. The DNA decides which beads go where and then tells the mRNA. The mRNA brings it to the ribosome and the ribosome reads the message. But, how does mRNA decide whose gene to carry or copy. The mother's gene or the father's gene that makes the protein that gives you a specific trait. The answer is simple. Some genes we call dominant or pushy. Other genes we call recessive or shy. Everyone has a little of both in their chromosomes. When both a recessive gene and a dominant gene are there (one gene from mom and one gene from dad) one of them has to win out. Can you figure out which gene would win if there was a dominant and a recessive gene? Sure, the pushy one would get the mRNA to copy its gene. (Just a note: this is not always true. Both genes are copied BUT, the effect of one protein is stronger than the other. For example: melanin is dark. Or one gene may make a defective protein or no protein at all because of a mutation. You'll learn about mutations later.) And, depending who has that pushy gene, mom or dad, you get that trait. For example, let's say that mom gives you her gene for blue eyes. We'll call it "b." Dad, on the other hand gives you his gene for brown eyes. We'll call his "B." So you end up with a pair that looks like "Bb." Since brown is dominant over blue, you end up with brown eyes and not blue. But, check this out! If Mom gives you a gene for blue eyes "b" and dad gives you a gene for blue eyes "b." What's your pair now? "bb" If there are two of the same kind of gene either both dominant or both recessive, what happens? Right, there's no competition. There's no need to, they're both the same and you get blue eyes. Let's do another example. Say mom has blond hair and dad has brown hair. You have brown hair. Which gene won out? Obviously, it must be dad's because we know that brown is dominant over blue. But does this mean that you have two "BB" genes? Nope. You could have that "B" gene from dad and a "b" from mom. But, how is it that you have brown hair and your sister or brother has blonde hair. Well, we know that mom must have two blonde genes for hair color. She can't have a blonde gene and a brown gene or here hair would be brown. But, dad could have a blonde hair gene. We don't know because he has brown hair. He could have a "B" gene and a "b" gene. If those genes get split up in the sperm cells and the gene for blonde hair pairs up with your mom's gene for blonde hair, then you brother or sister has a "bb" gene and there's no dominant gene for the mRNA to pick. It's just blond hair for that kid. We all have genes. Sometimes you can figure out what genes you have or might have by looking around at your family and how they look. Scientists came up with this way to figure out who has what genes for which thing. They use what is called a "Hybrid Cross."
- 1. Students will be able to differentiate between dominant and recessive alleles within genetic makeup.
- 2. Students will know the definition of a gene.
- 3. Students will create a Punnett Square to determine the outcome of a hypothetical hybrid cross.
- 4. Students will gain an awareness of mutations and the effects on genes and the person who possesses the genes.
Sometimes there can be a mistake when a gene is being made. Most of the time that mistake isn't ever even noticed and everything turns out fine. But other times that mistake can cause problems. When a mistake is made we call it a mutation (mew-tay-shon). A mutation in a gene is just a change in the DNA's sequence of the nucleotides. In other words, when the nucleotides pair up they don't do it the right way. And remember we said that each base has its own specific partner? The bases form a code for the ribosome to change into protein. Well, if the nucleotide copied the message the wrong way then the protein isn't made right. Different things can happen if there's a mistake. Sometimes people may be blind or deaf. Other times they may be very, very short. Some people may be born with a disease that may make them sick. There are lots of different problems that can happen when there's a mutation but, on the brighter side, there are lots and lots of doctors who are figuring out how to solve these problems. These doctors are called "geneticists," and their job is to study our genes and find out how they work and how to fix them when there's a problem. This work is very hard and takes a long time.
So, hopefully you understand the basics of why you look the way you do and how important the whole process is. Without mitosis or meiosis you wouldn't be here. Don't become discouraged if you don't understand everything. Like we talked about before, it's a very hard concept and if you go slowly and work out the parts you don't get, eventually it will come to you. This is one VERY small part of genetics. There is soooo much more to learn. If you're interested there are lots of books and people who will help you learn all about it. Have fun and good luck!
- 1. The Teacher will demonstrate the Hybrid Cross on the board andonce the students can figure out how to combine the genes, they will do practice sets and eventually do a family tree and determine where their traits came from. They may also do some hypothetical practice and try to determine what their children would look like depending on their mate's genes. The kids will either make them up or a game can be made out of it. The teacher and students will brainstorm a list of types of genes we have and the variations of each. The teacher can make a list of all the genes and gene variations, copy it two or three times and then have the students pick out genes and try to figure out what the end result might be.
- 2. The class will discuss the effects that having a disease or birth defects. There will be some focus directed toward feelings and behaviors. Medical professionals may be beneficial with explanations and expectations.
- 3. The class can begin exploring other areas of genetics. Again, there are volumes of information to look through at the library. There may be a geneticist who can speak to your class. Videos, books, texts, other people can help to expand your knowledge on all the different facets connected to genetics.
Lesson Plan I: Exploring Similarities and Differences Between Cultures
- 1. Students will understand that all members of the human species will have similar characteristics that help to identify them.
- 2. Students will become aware of the differences between various members of the same species.
- 3. Students will become aware that physiological makeup is the same within all human beings regardless of ethnic background.
- 1. Accompanying worksheet
- 2. Paper, pencils, crayons, markers, or paints.
- 3. Pictures, diagrams, or books available to students for referral when drawing the internal organisms of the human body.
- 4. Books, videos, and related materials on stereotyping, discrimination, and violence relating to racism and its effects.
- 1. Have students measure out paper that will accommodate their entire body (feet to head). Students should draw and color in the whole body exterior self-portrait of themselves making certain to be as accurate as possible. Teachers may wish for each student to be equipped with a picture of him/herself for easier and better accuracy when drawing the self-portraits.
- 2. Students should either measure out a second sheet of paper equal to the first or use the blank side of the self-portrait to draw the insides of a human being. The class should have some knowledge what to include. The teacher may want to create a web, KWL chart, or list to assist the students. All class members should include basic organs, blood, bones, and heart.
- 3. All portraits should be displayed around the room. Students should work independently on the first part of the worksheet. After this has been completed the class should make one combined list of all the characteristics that are the same between different people. The same should be done to determine characteristics that help us identify one another. A final list should be constructed to determine that all species of the same kind contain the same basic internal make-up.
- 4. The teacher should instruct students to complete the second section of the worksheet. A discussion focusing on similarities and differences between different ethnicities or races can be initiated. This topic can include racism, stereotyping, discrimination, hate crimes, etc. Books, videos, personal experiences may be shared to help student gain a full awareness of the severity of the problems that society is facing today. Students should, at appropriate times, take notes.
- 5. The instructor will have students utilize the information that has been presented to write a paragraph. Students can use the worksheet and notes to aid the with the writing section. The class will write on the similarities and differences, on the exterior as well as the interior, between the human species. A personal opinion component can be added to get feedback on the problems and possible solutions discussed earlier.
- 6. This lesson should be followed by a social studies unit that explores different cultures and the connection to each of us on a community, state, national, and worldwide level. Students should have developed the knowledge to "see" past an individual's race and focus on how each culture brings something wonderful to our lives.
Lesson 1: Exploring similarities and Differences Between Cultures
Look around the room at everyone 's portrait. Look at yourself too. List ten things that everyone has on the outside on the outside of your body. For example hair:
- 1. What color is your:
- ____hair:____________
- ____eyes: ___________
- ____skin:____________
- 2. What shape are your:
- ____eyes:__________
- ____mouth:_________
- ____nose:__________
- ____face:___________
- 3. How tall are you?_____________
- 4.How much do you weigh?_______
- 5. Other:_______________
- ___________________
- ___________________
- ___________________
- ___________________
What are some of the reasons that people might make fun of someone else just by looking at that person:
- How do you think this would make the other person feel?_________________.
- Why?______________________________________________________
- What are some different types of races or cultures?______________________
- ___________________________________________________________
Write down some of the things that you learned about each culture and what they have brought to everyone:
- 1.______________________
- ________________________
- 2.______________________
- ________________________
- 3.______________________
- ________________________
- 4.______________________
- ________________________
- 5.______________________
- ________________________
Lesson II: Adenine, Thymine, Cytosine, Guanine, and Uracil
- 1. Students will reinforce their knowledge of the DNA and RNA bases.
- 2. Students will practice pairing up the correct bases with one another.
- 3. Students will work cooperatively with each other to assist in the mastery of the bases and their correct pairs.
- 4. Students will gain a better understanding of how free nucleotides pair up with the bases on the double helix.
- 1. Game board
- 2. DNA and RNA bases
- 3. Dice with the four bases on each side
- 1. The teacher must first construct the game board. One side of the doublehelix strand with the four bases attached should be enlarged and color-coordinated For example: all adenine bases should be colored red. All thymine bases should be colored green, etc. Each student should have his/her own game board. The game boards can be copied on the copier and then colored in. Laminating the board will extend the life of the game board.
- 2. The dice can be made out of one large square piece of Styrofoam. On one side the base adinine should be printed boldly. Gaunine should be printed on another side and cytosine on the third side. Both thymine and uracil should be printed on the forth side of the dice.
- 3. Each game board should have an envelop attached that contains free nucleotide bases. Each base should have the corresponding color to the base on the game board.
- 4. The game can be played with one player or many players. The student(s) roll the dice, one turn per student. Depending on the base shown when the dice is rolled the student will choose the correct nucleotide and "attach" it to the base on the game board. The nucleotides can be attached using small circles of self- adhesive velcro. One circle should be placed on the game board where the nucleotide is to be placed and the other circle should be adhered to the nucleotides.
- 5. The teacher can have the students play the game using the thymine base for DNA or the uracil base for RNA.
- 6. Students should work cooperatively to check one another making certain that the bases are correctly paired. If a student pairs a wrong base to the single strand of the double helix, he/she loses his/her turn and the next player rolls. The player that successfully completes the of either DNA bases or RNA bases wins the game.
- 7. The teacher may wish to use this as a lesson the first time and then set up the game in a center. Having this game in a center will allow the students to continue learning this material during their free time while enjoying the "game."
Lesson III: Where Did That Curly Hair Come From?
- 1. Students will strengthen their knowledge of dominant and recessive alleles within a genetic makeup.
- 2. Students will create a Punnet Square to determine the outcome of a hypothetical hybrid cross.
- 1. Pencils, crayons or markers.
- 2. Worksheet
- 1. The teacher should have an enlarged example of a Punnet Square either on the board or an overhead to show the class before they are expected to work independently.
- 2. The students may have their own copy of a Punnet square to do along with the teacher as the example(s) are demonstrated. Worksheets can be copied as many times as necessary for mastery of the objective.
- 3. The teacher may choose from various traits that are easily shown using dominant and recessive alleles. Hair texture, hair color, eye color, height are only a few of the possibilities. Together, with the teacher, students should take the hypothetical information for eye color. The teacher should reiterate how the parents give the genes for eye color and the possibilities of the child having a certain eye color. The teacher may begin with an easy set of alleles. For example: brown and brown that would be shown using B and B. This union would produce a hundred percent chance of a child with brown eyes.
- 4. The next example would use two alleles for blue eyes. This would result in a child that has blue eyes. The children will observe how the lower case b is used to identify the blue eyed allele. The next example will increase in difficulty using a brown and a blue allele. The students will set up the Punnet Square with a capital B above the top left corner square and a lower case b above the top right corner square. They will continue by making a capital B next to the top left corner square and making a lower case b underneath that next to the lower left square.
- 5. The students will then pair up the alleles from the top and sides and write down what they find. The top right square will have a BB. The top left square will have Bb. The bottom right square will have Bb and the bottom right square will have bb. Using this information the class will predict what the percentage is of having a child with brown eyes or blue eyes would be.
- 6. The students should use the worksheet to color in the appropriate trait for each child corresponding to the results of the Punnet Square. For example: three children would have brown eyes colored in and one child would have blue eyes colored in.
- 7. The students should have an understanding of how to tell which trait will be dominant by looking at the letters used to describe the alleles. Capitals should be used to show a dominant allele while lower case letters indicate a recessive allele. Any pair that has a capital letter will most likely express that trait that the capital letter stands for. Two recessive alleles paired will express that trait that the lower case letter represents.
- 8. Once students have learned how to predict using a Punnet Square to determine the outcome of a hybrid cross, they can begin to work independently with information that the teacher presents or the class decides on as a whole.
This book explains genetics and how DNA works through imaginary newspaper columns, letters from parent to child, and other scenarios. QH437.5. A7
Balkwill, Fran Dr. Cells Are Us. Carolrhoda Books, Inc. 1993. 32p
In Cells Are Us you'll what goes on inside the millions of tiny cells that make up your body. QH582. 5. B35
Balkwill, Fran Dr. DNA Is Here To Stay. Carolrhoda Books, Inc. 1993. 32p
A simple explanation of what DNA is and what it does in the body. QP624. B35
Bendick, Jeanne. How Heredity Works: Why Living Things Are As They Are. Parents Magazine Press, New York. 1975 64p
An easy way to read discussion of how living things inherit traits and the influence of the environment upon heredity. QH437.5.B46
Fradin, Dennis. Heredity. Children's Press, Chicago. 1987. 47p
Presents basic information on heredity discussing such topics as chromosomes, genes, and multiple births. QH 437.5.F73
Gonick, Larry. Wheelis, Mark. The Cartoon Guide To Genetics. HarperCollins Publishers. 1991. 215p
Cartoons and caricatures relating to past and present theories and experiments on the topic of genetics. QH436. G66
Lampton, Christopher. DNA and The Creation of New Life. Arco Publishing, Inc.1983. 135p
Let's You follow the quest for the gene, understand the significance of DNA, marvel at the persistence and genius of the scientist involved, and learn about genetic engineering. QH442. L35
Patent, Dorothy. Grandfather's Nose: Why We Look Alike or Different. Franklin Watts. 1989. 32p
Discusses basic genetics, explaining how the combination of genes passed on from our parents makes each of us a unique individual. QH437.5.P37
Pollack, Robert. Signs of Life : The Language and Meanings of DNA. Houghton Mifflin, 1994. 211p
A book about the remarkable molecules of DNA that govern the actions and reproduction of every living cell, and the consequences for humanity knowing how they work. QH437.P65
Wingerson, Lois. Mapping Our Genes: The Genome Project and the Future of Medicine. Plume Books. 338p
This book shows the human side of genetics research, from the perspective of the patient and the investigator. RB155.6.W56
Contents of 1996 Volume V | Directory of Volumes | Index | Yale-New Haven Teachers Institute


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As riders and online shoppers, we know it can be tough to buy a new bridle or pair of boots without trying them on. That's why we moved the fitting room to your living room (or barn)! From breeches to blankets, if you or your horse can try it on, you can return it, free! Just use the pre-paid return label included in your order within 60 days from the purchase date. And of course, please make sure the item is in like-new condition with original packaging (we said 'fitting room', not 'war room'!).
Herm Sprenger Ultra Fit Round End Spur was developed by a close partnership between Herm Sprenger and Klaus Balkenhol, trainer of the US Dressage Team. Unique fit and design of the Ultra Fit Stainless Steel Spur eliminates pressure and movement thus providing correct spur position and protecting the boot leather. Made in Germany
SmartPak customers are some of the most conscientious animal owners around. We encourage you to share your experience with the products we sell to help fellow customers to make informed choices for their animals. We do not edit these reviews in any way - they are direct customer-to-customer communication. We do monitor reviews for positive and negative feedback, and use this feedback to improve our selection as well as sharing feedback with product manufacturers to help them improve their products. Please note that we recommend consulting your vet with serious health issues.

subset: commoncrawl


text:
MA Social Work / Application and selection
Year of entry: 2017
How to apply
Applicants must apply through the Universities and Colleges Admissions System ( UCAS ) and are encouraged to apply early (before the January deadline). Applications made direct to the University will not be considered.
Advice to applicants
How your application is considered
In addition to the academic and work experience entry requirements, the Professional Capabilities Framework is used to assess personal statements and guide the selection process.
If shortlisted you will be invited for interviews (group and individual) and be required to complete a written test. Information about the interview and written test will be provided if you are shortlisted. Employers/practitioners, service users and carers are involved in the assessment of candidates.
For more information, please read the Professional Capabilities Framework (PDF, 78 KB) criteria.
Interview requirements
All short-listed applicants will be required to attend the University for an interview before any decision on an offer is made..
Fitness to practise / health requirements
All offers of a place are subject to satisfactory health screening and an Enhanced Disclosure and Barring Service (DBS) check (completed prior to registration). For further information about the process used in the case of positive DBS disclosures, see: DBS checks (PDF, 21 KB)
The health screening comprises completion of a detailed health questionnaire by the applicant and their General Practitioner and also an appointment with the University's Occupational Health Department. In order to be admitted and continue on the programme students must be deemed as medically fit for both practice and theory by the Occupational Health Department.
If you have any concerns about a health condition/issue and its impact on your ability to undertake the course please contact the Occupational Health Department as early as possible in the application process.
telephone: +44(0)161 306 5806
Disclosure and Barring Service check
All students must undergo a Disclosure and Barring Service (DBS) check including checks against the lists of those barred from working with adults and children. Satisfactory clearance from the DBS is a requirement for this course.
Further information about DBS checks including the process used in the case of positive disclosures (PDF, 21 KB)


text:
GOBLES — The Gobles Public Schools Board of Education has hired a head-hunting firm to find a new superintendent.
The Ossineke-based Michigan Leadership Institute is looking for a successor to Interim Superintendent Tom Saylor. Saylor came on board this spring to succeed Superintendent Brenda Wilson.
"I told them (the school board) I'd help them out until they hire a new high school principal and superintendent," Saylor said. A new middle school-high school principal was recently
hired. Now the board is hoping to hire a new superintendent by March.
Saylor is working on a day-to-day contract until then, or June 30, 2012, whichever comes first.
Saylor is a familiar face at Gobles schools, having worked for the system for 34 years. He was high school principal from 1971 to 1991 when he became both principal and superintendent when Superintendent Anthony Topoleski left.
Later a principal was hired and Saylor worked solely as superintendent. He retired as
superintendent in 2005. Saylor was succeeded by Scott Dunsmore, who left in 2007 when
Wilson was moved from elementary principal to superintendent.
From last December until she left, she worked both as high school principal and superintendent.


text:
LANSING — An 18-year-old Lansing man was hospitalized with life-threatening injuries early Wednesday after he was shot multiple times.
Lansing police public information officer Robert Merritt said officers were dispatched to the area of Saginaw and Prudden streets about 12:45 a.m. for a reported shooting. First-arriving offices found the victim lying on the sidewalk.
The man had been shot in his head, arm and torso, Merritt said. He was transported to a local hospital to treat his critical injuries.
Lansing police determined the victim may have been robbed before he was shot. The suspect is described as a 20-year-old man about 5-foot-10 with a heavier build, last seen wearing a red shirt and dark jeans.
Merritt said the victim is expected to survive.
Those with information on this incident are asked to call the Lansing Police Department's Crime Stoppers line at 517-483-STOP. Anonymous tips can be submitted to the department via text message at 847411. Begin the message with "LPD517," then text your tip.
Follow Brandon Howell on Google+ and on Twitter: @BSHowell88. Email him at firstname.lastname@example.com or call him at 517-318-1615. Follow MLive Lansing on Facebook and Twitter.


text:
Auditions for THE ODD COUPLE (female version), ALL MY SONS, and WITNESS FOR THE PROSECUTION
Audition date: Sunday, July 13, 2014
Time: 12 to 4 PM (please see breakdown below)
ALL MY SONS: 1 to 3 pm
WITNESS FOR THE PROSECUTION: 2 to 4 pm
THE ODD COUPLE: 3 to 5 pm
Where: Rex Putnam High School
Performing Arts Building
4950 SE Roethe Rd
Milwaukie, OR 97267
Auditions will consist of cold readings from the script(s).
Headshots and resumes are nice, but not required. If you have a headshot and resume, please bring one for each show you are auditioning for.
These are non-paying productions.
We are open to diversity for all parts.
For more information, please visit www.newcenturyplayers.org or call 503.367.2620.
THE ODD COUPLE directed by Todd Tschida
Performance dates: November 7-23, 2014
ALL MY SONS directed by Colin Murray
Performance dates: March 13-29, 2015
WITNESS FOR THE PROSECUTION directed by Ron Palmblad
Performance dates: May 1-17, 2015


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Star Wars Droid Beanies by Jen Spears
Welcome! You are browsing as a guestWould you like to see 285 projects made from this pattern and much more? join Ravelry now What am I missing?
© jen2291
© Panic70
© sepr
© sepr
© jen2291
Star Wars Droid Beanies
This pattern is available as a free Ravelry download
We've had lots of fun with these beanies… and I hope you do too!
Errata: R2D2 - Round 6 should begin with ch1 not ch3


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Payback For Council President? Mayor Yanks Ravens Tickets
2 City-Owned Skybox Tickets Returned
Sources told the 11 News I-Team that the office of Mayor Stephanie Rawlings-Blake asked City Council President Jack Young to return two tickets he had for Sunday's Baltimore Ravens playoff game.
The tickets were for a skybox that the city owns. The game, won by the Ravens over the Houston Texans, sent the Ravens to next weekend's AFC championship game against New England.
I-Team lead investigative reporter Jayne Miller said Young isn't commenting and that the mayor's office hasn't returned calls about the topic.
The request to return the tickets came on the heels of Young writing an op-ed piece in the Baltimore Sun that encouraged the city to get out of the Grand Prix business. The op-ed appeared last week.
Stay with WBALTV.com and WBAL-TV 11 News for updates.
Previous Stories:
- January 12, 2012: Young To Mayor: Quit Pursuing Another Grand Prix
- November 18, 2011: Councilman: 'More Pressing Needs' Than Fireworks
- September 13, 2011: From Tough To Mundane, Jack Young Abstains
- July 1, 2011: Former Theater Owner To Run For City Council Pres.
- June 21, 2011: Former Theater Owner Storms City Council Dais
- June 21, 2011: Baltimore City Council President Announces Candidacy
- March 30, 2011: Mayor's Budget Proposes To Close Some City Recreation Centers
» See Breaking News? Send Pictures, Video: firstname.lastname@example.com | WBAL MobileCity | Anne Arundel | Baltimore County | Carroll | Harford | Howard | More© 2012 by WBALTV.com. All rights reserved. This material may not be published, broadcast, rewritten or redistributed. Contact Us


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The Syracuse Bullies is hosting tryouts on March 30 and 31 at Henninger High School, according to its Web site.
The tryouts are 6 p.m. to 9 p.m. on March 30, and 3 p.m. to 6 p.m. on March 31.
The American Basketball Association announced in February that its expansion would include a team in Syracuse for the upcoming season starting in November. The Bullies are the brainchild of 40-year-old Rochester businessman Nicholas Fritts, who will own the franchise.


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The Seventh "Environment for Europe" Ministerial Conference
21 Sep 2011
23 Sep 2011
Astana, Kasakhstan
|Add event to calendar
- "Sustainable management of water and water-related ecosystems";
- "Greening the economy: promotion of environment in economic development".
Whilst the Astana Ministerial Conference is expected to address identified environmental issues of common concern in the pan-European area, at the same time the Conference provides an opportunity to address priority environmental issues in the Central Asian sub-region.
At its meeting in October 2009, the UNECE Committee on Environmental Policy welcomed the proposal of the European Environment Agency (EEA) to assess various environmental assessments of relevance to the region and to present the results of such assessments to the ministers in Astana, in an "Assessment of Assessments" report.
Temporal coverage
For references, please go to www.eea.europa.eu/soer or scan the QR code.
This briefing is part of the EEA's report The European Environment - State and Outlook 2015. The EEA is an official agency of the EU, tasked with providing information on Europe's environment.
PDF generated on 24 Oct 2016, 09:24 AM


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You have to admit that we're surrounded by good vibes on this off day.
When the Mets completed the sweep by defeating the Nationals 7-4 yesterday, I let out a sigh of relief. They rebounded from their various ailments and a very pedestrian start by Johan Santana to put a W on the board. I'll take that every time.
Remember a month ago when we struggled to find positive things to say about the Mets? Or when it felt like their inconsistent start always lead down a bad road? Or how about when it felt like every little story would serve as a major distraction?
Yeah, me neither.
I'm not deluding myself into believing all the question marks surrounding the Mets are invisible. I can't quite explain how the Mets keep winning with a lineup that includes Ramon Martinez and Angel Pagan instead of Jose Reyes and Carlos Beltran. I'm leery regarding the karmic retribution that comes with having home run video reviews go your way 4 out of the last 5 games. And I can't imagine what happens when Oliver Perez returns (and he will, for better or worse).
But it's a good day to be a Mets fan. Go out and enjoy it.
Around the Web
The Washington Post's Chico Harlan provides comments from yesterday's umpire, Adam Dunn, and Manny Acta regarding Daniel Murphy's disputed HR yesterday. I'll admit - we got the benefit of the call yesterday, because I don't think it hit the Subway sign.
Both Ben Shpigel of the NY Times and JamesK of Amazin' Avenue introduce you to new Mets SS insurance Wilson Valdez.
Mike Silva of NY Baseball Digest believes the Mets should inquire about the availability of Padres 1B Adrian Gonzalez. Do I like the move? Sure. Do I think it's feasible? Not a chance.
Steve Politi of the Star-Ledger speaks with Jim Qualls regarding the many, many near no-hitters in Mets' history and his place in ending Seaver's 1969 bid.
Over at MetsMerized, Joe D. debates who should be the Mets' MVP for the month of May. My gut says Sheffield, but my head says David Wright and his broad shoulders that carried the team these past few weeks.
The folks at UmpBump inadvertently drive up the asking price for Mark DeRosa (that link's probably not too safe for work).


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Expierence Platform
Expierence Platform
Hundested has a new attraction: A large floating expierence platform. The 75 m2 large platform at the quay is equipped with two shallow touch pools where you get close to the wonderful world. Different species of fish and crabs retrieved in from the Kattegat and Isefjord by local fishermen and filled in the two bassins. It is freely available all week 24/7. So come and "flip a fish".
For your information: If you find a net over the bassins with the fish, you just take it off.
|Opening hours
|01/04/2016 - 31/10/2016
|Monday - Sunday
Last updated byVisitNordsjælland firstname.lastname@example.com
Nordre Beddingsvej 39, Hundested Havn
3390 Hundested
CoordinatesLongitude : 11.846116
Latitude : 55.96508


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- Home
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Barr: "I Get No Respect"
Posted on Aug 21, 2008
Though this may be true in respect to Senators John McCain and Barack Obama (just look at what McCain is doing in PA), this statement just happened to be one line from Libertarian Party presidential nominee Bob Barr's comedy routine Tuesday night in Philadelphia. Speaking at Stu Bykofsky's annual "Candidates' Comedy Night," Barr brought down the house with a comedy routine riddled with local jabs, self-deprecation and even a few swipes at his opponents McCain and Obama.
"There are actually folks out there that think I don't like John McCain," jokes Barr. "That's also untrue. I really appreciate him being in this race. Next to him, they think I'm the young guy."
Barr's routine lasted just under six minutes at the club, and according to host Stu Bykofsky, "he killed."
His appearance at the annual comedy night is the first time a presidential candidate has ever participated.
Below is a complete video of Barr's routine.


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EDITOR'S NOTE -- This story was edited from the original to remove references to a specific number of tickets available at discounted prices. "Wicked" arrives at the Proctors main stage next week, and the theater is offering a last-minute opportunity for fans to grab seats at a discounted rate. Prior to each performance during the 19-day run, Proctors will host a lottery for a limited number of seats at $25 each. Tickets are normally priced ...
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text: Brisbane Gallery: First Action Gallery Of 2012 Fierce backhands and a parade of former No.1s are all right here, kicking off the new year. Published January 05, 2012 12:00 Former No.1 Ana Ivanovic, always a popular face in Australia, hit the practice courts on the weekend. Serena Williams, another former No.1 and a five-time Australian Open champion, on the practice courts. The former No.1s have been abundant in Brisbane - Kim Clijsters cruised through her first round match. No.8 seed Dominika Cibulkova was the first upset victim of the week, falling to Daniela Hantuchova. Daniela Hantuchova came from 63 20 down to beat fellow Slovak Dominika Cibulkova in three, 36 64 63. Playing her first match since the US Open, Serena Williams eased past Chanelle Scheepers, 62 63. No.1 seed Sam Stosur signed autographs after a routine 62 63 first round win over Anastasiya Yakimova. Kim Clijsters came from 3-0 down in the third set to beat Ana Ivanovic in the second round, 61 16 63. Dominika Cibulkova and fellow Slovak Janette Husarova were a wildcard team into the doubles draw. Vera Dushevina and Shahar Peer saved match point to beat Domi Cibulkova and Janette Husarova, 36 64 119. No.2 seed Andrea Petkovic powered into the quarterfinals, beating Barbora Zahlavova Strycova, 76(2) 60. Iveta Benesova stunned Sam Stosur in the second round, 64 62, having never even won a set against her. Serena Williams, seeded No.4, drew a packed crowd for her second round match with Bojana Jovanovski. Serena Williams rolled her ankle during the match but still managed to beat Bojana Jovanovski, 62 64. Serena Williams unfortunately had to withdraw from the tournament afterwards due to her ankle injury. Topics: 2012, tournaments, news, photos or videos, chanelle scheepers, daniela hantuchova, ana ivanovic, janette husarova, kim clijsters, shahar peer, dominika cibulkova, vera dushevina, samantha stosur, andrea petkovic, iveta benesova, serena williams, brisbane [+] More Share this page! Print Email Related photos Gallery: Week 1 Finals January 11, 2015 The first three WTA tournaments of the season saw three WTA superstars emerge victorious. Brisbane Gallery: Galas & Gelato January 07, 2015 Ana Ivanovic, Victoria Azarenka and Dominika Cibulkova are among the many WTA stars keeping busy off the court at the Brisbane International. All the best pics here! Brisbane Gallery: A Spectacular Show January 05, 2015 Six tennis stars - including the WTA's own Victoria Azarenka, Martina Hingis and Bethanie Mattek-Sands - shone at the Pat Rafter Arena Spectacular. See the pics here. To The Top 3


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Jillian Pantinella and Shannon O'Halloran combined on the pitching and Stephanie Trimarchi had three hits as Blessed Sacrament defeated Academy of St. Dorothy 10-5 in Catholic Youth Organization Debs C play.
Stephanie Lapointe was the winning pitcher with five strikeouts as Our Lady Queen of Peace defeated ASD 10-2 in a Varsity A game.
Gianna Galizia was the winning pitcher and Ravyn Malvino went 3 for 3 as Great Kills 2 defeated Snug Harbor 7-3 in a Major Interleague game.
Winning pitcher Julia Durkin had three hits and Alana Bosco added two hits and sharp defensive play as the Yankees edged the Sparkles 2-1 in Great Kills Junior Minor action.
Blessed Sacrament 10, ASD 5
Great Kills LL
Great Kills 2 7, Snug Harbor 3
Yankees 2, Sparkles 1
Frank Pacalano scored a TD and threw two TD passes as the Warriors defeated the Vikings 27-0 in a Staten Island Football league Senior Midget game. Rocco Miraglia had two TDs and Michael Hemsley excelled defensively.
Staten Island Football League
The Warriors 27, The Vikings 0
The Gators 24, The Fors 6
Lauren Brady, Charista Mroczek, Tim Brereton, Emily Atassi and Danielle Chapman were triple winners as St. Joseph Hill defeated OLQP 174-165 in Staten Island Grammar School Swimming League action.
Sean Lotkin was a triple winner for OLQP.
Andrew Boyd, Tara Manning, Hailey Nyquist and Maura Sadowski were triple winners as Blessed Sacrament defeated Notre Dame Academy 225-142.
Olivia Schubert, Samantha Immitti, Olivia Fagiello, Mia Fagiello and Kat Fafian were triple winners for NDA.
TOMS RIVER, N.J. — The S.I. Saints White rode the pitching of Amanda Neenan and Antoinette Simonetti and offense of Taylor Jones and Christina Cerverizzo to place third in the Cinco de Mayo Tourney 14-and-under play with a 3-2-1 record. JUDO
Members of Bushido Dojo performed in the Annual Battle of the Dojos at Port Richmond's NYC Judo.
Alec Silva took first place in the 11/12-year-old division. Matthew Vescovi took third.
Anthony Ryabchikov grabbed second in the 8/9 year-old division, and John Fusco finished third in the 6/7-year old division. Jane Ryan took second in the girls' 10/11 division.
Members of NYC Mixed Martial Arts and Long View Academy of Extreme Martial Arts also competed.
The three grand champions Judo were Andrew Yutsis (four medals), Dennis Buzukja (one medal) and Elizabeth Reinchenbach (five medals)
The medal winners in Cata, Self Defense, Juditz and Judo are: Johnathan Myhre (five medals), Christopher Nelson (five), Nestor Bazan (five), Lazarus Layana (five), yoaris Arteaga (five), Daniel Yutsis (five), Elvedin Kouacevic (five), Adam Vafrani ( five), Harrison Vafrani (five), Elizabeth Azzarelli (five), Frankie Francisco (five), Kro Ibahim (five), Jamie Johnson (four medals), Steven Riccio (two), Patrick Parrotta (two), Justin Marrerro (two), Mohammed Qudri (two), Mohammed Qudri (two), Mohammed Qudri (two) and Kevin Velez (one).
Andrew Tranchina had one TD, one interception and one two-point conversion as the Raiders topped the Broncos 36-32 in a 9/11 Memorial Varsity game. Vincent Grey and Danny Kascle both scored TDs and Nicky Meys threw four TD passes.
Raiders 36, The Broncos 32
Redskins 28, The Steelers 18
The Falcons 38, The Cardinals 30
OCEAN, N.J.— Donata Masucci (12-13 years old) of JK Gymnastics East Brunswick, N.J., finished third on balance beam with a score of 8.9 at the USA IGC Silver Ace's Last Hurrah meet.
The Tottenville native scored a 34.55 all-around score. She placed fifth on floor exercises with a score of 9.2.TENNIS
The Richmond Racquets swept the NY Junior Tennis Club 32-13, 27-18.
Singles: David Mizrahi (RR) defeated Gabriel Sifuentes (NY), 7-2; Dasha Kourkina (RR) defeated Jennifer Yu (NY), 6-3.
Doubles: David Mizrahi (RR) and Daniel Nuzhny (RR) defeated Gabriel Sifuentes (NY) and Sujay Sharma (NY), 6-3; Dasha Kourkina (RR) and Nicole Semenov (RR) defeated Anastasia Koniaev (NY) and Michelle Sorokko (NY), 6-3; Sam Vagner (RR) and Miriam Aziz (RR) defeated Jennifer Yu (NY) and Kai Yumigama (NY), 7-2.
Singles: Sam Vagner (RR) defeated Steven Nazaroff (NY), 5-4; Michelle Sorokko (NY) defeated Brigitte Wu (RR), 6-3.
Doubles: Kemal Aziz (RR) and Daniel Nunzhy (RR) defeated Gabriel Sifuentes (NY) and Kai Yumigama (NY), 7-2; Dasha Kourkina (RR) and Nicole Semenov (RR) defeated Jennifer Yu (NY) and Anastasia Koniaev (NY), 7-2; Gary Fishkin (RR) and Nicole Semenov (RR) defeated Michelle Sorokko (NY) and Sujay Sharma (NY), 5-4.


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Duluth, MN (NNCNOW.com) --- Authorities are notifying the public on the relocation of a level 3 predatory sex offender to Duluth.
40 year old Dennis James Armstrong is currently homeless and is living in the area of 1st Avenue West and 2nd Street in Duluth.
Armstrong has a history of sexual contact with both boys and girls between the ages of 5 and 7. Armstrong was known to his victims.
Armstrong is not wanted by police and has already served his time in prison.
Posted to the web by Krista Burns


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You guys remember that classic episode of Beverly Hills 90210, when Tori Spelling's character Donna Martin drinks champagne at the prom and therefore, isn't allowed to graduate? Then her classmates organize a march, chant the now-infamous mantra "Donna Martin Graduates!" and they allow her to walk?
Anyway, what takes place this morning at 9 a.m. during commencement ceremonies on campus isn't exactly like that. It only made think of it. But this one is much cooler.
Joe Namath is finally graduating. Forty-two years after he exited the University of Alabama to sign a pro deal for $475K with the New York Jets, he returns to TTown to earn his diploma. Friday, he met with media members, including myself, to talk about it.
"I've given this a lot of thought, and I'm like a lot of graduates finishing tomorrow," said Namath, ignoring the fact that most graduates don't have, ya know, a Super Bowl ring. "I'm excited. I've obviously been able to mature a bit, to understand some things that maybe I didn't understand at an early age."
The University of Alabama had a press conference Friday to announce the fact that Namath is graduating, and it was one of the cooler things I've been a part of. Here's this legend, an icon, with a Super Bowl ring that followed a guarantee, and plenty of laurels to rest on. Instead, he went back to school, took 30 credits, wrote a 100-page senior these, and finished up.
(I did write about it here, but today brought out some more in-depth stuff, especially from Joe.)
I guess this figures. He did, after all, promise his mom he would do exactly that. He thanked his advisors for keeping on him about his work.
"I had a very difficult time getting myself to focus, sitting still, it was far from easy," Joe Willie said. "They prodded me along -- 'Where are you, Joe? How you coming alone? Are you getting it done?' All of that helped tremendously. Had I been alone, I probably wouldn't have gotten it done.
"And then I would've felt like a jerk telling my mother I would," he concluded.
One interesting storyline was teamwork. Sounds corny, maybe, but Namath didn't make it seem that way. One of the NFL's great leaders, he said he didn't need anything to reaffirm any notions about the value of team. But he got it anyway.
"I don't think it's ever been more evident how important teamwork is," Namath said. "I didn't need it, to understand the value of owning up to responsibilities and having respect. I've had some great teachers in the past -- No. 1, Paul "Bear" Bryant to this day that man is evaluating and being demanding of how I conduct myself. But it was only achieved by the leadership of my educators.
"Without the help we get, it's a lonely world," he said.
One funny question: A reporter asked Namath why he decided to go public with his desire for education: "Somehow," Namath joked, "my life has become public over the years." I think I may know how that happened.
OK, one more thing: AD Mal Moore was asked, can the university now hold Namath up as an example?
"We certainly will be encouraging other players that maybe finished their eligibility or played in a professional league..." Moore said. "What triggered this is that Jerry Pate came back from the PGA tour and did this. That's what prompted it. It's been done before."


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Iowa CUs Praises Congressman for MBL Support
DuTrac Community Credit Union applauded Rep. Bruce Braley (D-Iowa) for co-sponsoring legislation that would increase the member business lending cap.
Braley is a co-sponsor of the Small Business Lending Enhancement Act (H.R. 1418), which would raise the MBL cap from 12.25% to 27.5% of assets. Hearings on the Senate version are expected later this month.
In Iowa, several credit unions are at or near the cap and restricted from making further business loans, said Andy Hawkinson, president/CEO of the $495 million DuTrac in Dubuque, Iowa.
"On behalf of all Iowa credit unions, we greatly appreciate Congressman Braley's continued support of credit unions and we urge others in the Iowa delegation to co-sponsor this bill as well," Hawkinson said.
One of those cooperatives experiencing MBL cap issues is the $653 million Collins Community Credit Union in Cedar Rapids, Iowa, the Iowa Credit Union League reported.
"Our credit union has been limited in our ability to make small business loans to our members because we have run up against this cap," said Rick Benhart, CEO of Collins Community CU. "The legislation co-sponsored by Congressman Braley will help ensure we can meet our members' small business lending needs and won't have to turn them away because of an arbitrary limit imposed by the federal government."
The Iowa league also recently thanked Braley for his efforts to increase business lending in the state.
Patrick Jury, president/CEO of the league, said it is estimated that the legislation would make more than $200 million of additional, "reasonably priced" credit available to Iowa small businesses in the first year and create more than 2,200 new jobs.


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By Sean Greene 12:11am, December 28, 2013
VIDEO: Highlights and Reaction to St. Elizabeth's winMacy Robinson scored her 1,000th career point, and then some late free throws to push St. Elizabeth to a 65-60 victory over Central Dauphin (Pa.) Friday Night.
The opening round game of the Diamond State Classic came down to the final minutes as the visiting Rams led 60-59 with 2:30 remaining when Robinson was able to force a steal, and converted the fast break into a layup and a one-point lead.
Robinson then helped seal the game by converting all four free-throws in a pair of one-and-one situations to help build the lead late. Macy finished with a game-high 23 including 9-for-11 at the line.
St. Elizabeth led 26-23 at halftime and then 38-32 following an Alana Speaks steal and Jordyn Humes jumper.
Central Dauphin's Tori Lesko then responded with a pair of steals and layups as part of a 10-0 run to turn the game around to 42-38 Rams. Alexis Hartwick finished out the 3rd quarter with a three-pointer giving them a 45-44 lead after 3.
Two of Gabby Julian's five 3-pointers for St. Elizabeth helped keep the game going back-and-forth until Robinson's 6 points at the end of the game determined the outcome.
Julian and Speaks each had 15 for St. Elizabeth, who advanced to face Hoover (Oh.) in the main draw semifinals Sunday at 5:45pm.
Shatara Parson's 18 points weren't enough for Central Dauphin, who will battle Couer d'Alane (Idaho) Sunday at 2:15 in a consolation semifinal.
This material may not be published, broadcast, rewritten, or redistributed.


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A new season of "Survivor" begins tonight, and you can meet the cast in the photo gallery to the right. Unfortunately, there are no locals from New Jersey competing (or former athletes), but the fans have spoken: the much-hated Redemption Island has been voted off the island.
NJ.com user NJ Native wrote:
I am so glad they dropped Redemption Island - finally! My least favorite part of the whole Redemption idea was that they eliminated original format where they had one Reward Challenge and another Immunity Challenge. Survivor is so much better when there are those 2 challenges every episode. And I think it changes the whole dynamic of the game. The past two seasons contestants were really doing HALF the challenges the previous Survivors had to do - they got off easy! Less of a chance to get hurt, be tired or even get a "win" for the team. Not sure how I feel about the boy/girl format for the teams - hope they make some challenges where the men won't be dominating the whole time - boring........
hangupanddrive, meanwhile, is getting a little tired of the show:
The same old tired strategies will continue... vote off the old people first, backstab, lie, backstab, and lie some more. The winner is usually the least hated person in the finals (just like our Presidential elections). 24 seasons of this show is about 23 too many.
And later, added:
Remember when they used to not feed them? Now they go and have a feast. Sure they all lose weight because the calories consumed don't equal the amount of energy used each day, but it hardly has anything to do with "surviving".
Are you excited for this new season, or are you feeling a little burnt out from so many seasons of "Survivor"? Check out the preview for the upcoming season and comment.


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"Mottainai: The Fabric of Life: Lessons in Frugality From Traditional Japan": Ends Nov. 27. Collection of antique Japanese folk textiles from the Meiji period (1868-1912). On view during garden hours, noon-4 p.m. Monday, 10 a.m.-4 p.m. Tuesday-Sunday. Japanese Garden, 611 S.W. Kingston Ave.; free with garden admission ($6.75-$9.50); www.japanesegarden.com or 223-1321
Chrysanthemums: Ends Nov. 30. Chrysanthemum activities and displays, including cut blooms from the Portland Chrysanthemum Society and the Lan Su collection; a lesson in flower arrangement at 2 p.m. Nov. 12; and chrysanthemum tea for purchase in the teahouse. Visit the website for schedule. Lan Su Chinese Garden, Northwest Third Avenue and Everett Street; free with garden admission ($6.50-$8.50); www.lansugarden.org or 228-8131
Shrub Planting: 9 a.m.-12:30 p.m. Help volunteers at the refuge by planting native shrubs and restoring the once-prolific oak savanna habitat. Registration requested. Ridgefield National Wildlife Refuge -- Carty Unit, 28908 N. Main Ave., Ridgefield, Wash.; 360-887-3883, by email to email@example.com or email@example.com
Oregon Fuchsia Society: 9:15 p.m. Frankie Dennison from the Northwest Fuchsia Society, in the Seattle area, will offer tips and tales about training fuchsias in the bonsai form. Tabor Heights United Methodist Church, 6161 S.E. Stark St.; www.oregonfuchsiasociety.com or 246-7920
Volunteer Work Day: Tree Caging: 9 a.m.-12:30 p.m. Help volunteers at the refuge in caging young trees and increasing their survival rate. Registration requested. Ridgefield National Wildlife Refuge -- River "S" Unit, 1071 S. Hillhurst Road, Ridgefield, Wash.; 360-887-3883, by email to firstname.lastname@example.com or email@example.com
Cedar Mill Garden Club: 11:30 a.m. Marion Buckman, flower arranger and flower show judge, will demonstrate how to incorporate fruit and natural materials into an arrangement; the group will then create a holiday arrangement. Beaverton Community Center, 12350 S.W. Fifth St., Suite 100, Beaverton; www.thecedarmillgardenclub.org or 649-7741
Fall Centerpiece: 10:30 a.m.-noon. Create a festive harvest centerpiece using a hollowed-out pumpkin or squash. Registration required. Red Ridge Farms, 5510 N.E. Breyman Orchards Road, Dayton; $35; www.redridgefarms.com or 864-8502
Little Sprouts: Mini Fresh Green Centerpiece: 11 a.m. Class for kids. Registration required. Garland Nursery, 5470 N.E. Highway 20, Corvallis; $5; www.garlandnursery.com or 541-753-6601
Naturescaping Basics: Noon-4 p.m. Learn how to design a low-maintenance, chemical-free landscape that conserves water and minimizes pollution while saving time and energy. Participants will receive a workbook and native plant. Offered through East Multnomah Soil and Water Conservation District. Registration required. Kenton Library, 8226 N. Denver Ave.; www.emswcd.org or 935-5368
Gardening for Individuals With Cancer: 6 p.m. Explore the benefits of nature and gardening for restoration and renewal. Learn adaptive gardening strategies, garden tasks for the season and year-round techniques for energy conservation. Registration required. Legacy Good Samaritan Medical Center, 1015 N.W. 22nd Ave.; 413-6507
Beginning Beekeeping: 6-9 p.m. Covers the basics of honeybees, popular hive designs and more. Bee Thinking, 1229 S.E. Nehalem St.; $30-$35; www.beethinking.com or 770-0233
Click for Public Gardens.
Calendar items run on a space-available basis. Please submit notices at least one month before the event to Homes & Gardens Listings Desk, The Oregonian, 1320 S.W. Broadway, Portland, OR 97201; or by email (send as a plain text file, with Homes & Gardens in the subject line) to firstname.lastname@example.com. Except for cancellations and corrections, notices cannot be accepted by phone.