Many adults did not enjoy math classes when they were in school and probably still don’t. When you ask a group of people if they enjoy math, a typical response would be, “No, I am not good at math.” However, when we think about our daily lives, we do math in a variety of ways several times a day. First thing in the morning you have probably measured the cream for your coffee, turned off your alarm clock, estimated how much longer you would be able to stay in bed and possibly added or subtracted the miles per hour you were going from the posted speed limit on your way to work.
Many adults use math without thinking much about it, but also cringe at the idea of completing a math equation.
It is important we start at a very early age to incorporate a foundation for future math learning so children do not struggle when they are taught geometry, algebra and calculus in future math classes. Children develop math concepts and skills very early in life. They do this through early experiences with a trusted adult.
Often, throughout the day, there are wonderful opportunities to expose infants and toddlers to the idea of math. The key is to do it naturally and consistently so they are beginning to understand how math affects their lives. The next five articles in this series will discuss the five basic math concepts that can be woven into our conversations and interactions with young children.
Remember to use math talk throughout the day. Children, even the young ones, are listening to you. Choose words that will make a difference. The more math talk adults use, the better chance infants and toddlers have to build a positive attitude towards math in general. Make math talk a routine for you and your child. It can be done while changing a diaper, making a snack, driving in the car, bath time and walks around the neighborhood. It can be helpful to make a list of words and post them in a visible location so you can remember to use them throughout the day.
Other resources from the National Association for the Education of Young Children:
By Carrie Shrier, Michigan State University Extension
Store shelves are full of brightly colored and electronic toys, heavily marketed on television and sure to catch young children’s attention. But what toys stand the test of time? What are the things children will go back to again and again? What toys help children learn and grow?
Block play has been found to stimulate brain development in all developmental areas. In fact, in the study “Block Play Performance Among Preschoolers As a Predictor of Later School Achievement in Mathematics” published in the Journal of Research in Early Childhood Education, researchers proved that children who play with blocks regularly when they are 3, 4 and 5 years of age will do better in math, especially algebra in middle school.
There are many fun block and construction set options to consider, including basic large wooden unit blocks, flat plank style blocks, small wooden blocks, blocks that snap together, large cardboard blocks and construction sets. Many children enjoy being able to add items such as small dolls, animals, cars and other props to their block play.
Puzzles and problem-solving toys
Puzzles, similar to blocks, support children’s development in a variety of ways. As children solve puzzles, they are utilizing problem-solving skills, hand-eye coordination, fine-motor skills, shape recognition, memory, spatial-awareness skills and more.
Toddlers ages 2 to 3 will do best with puzzles with four to 12 pieces. Preschoolers ages 3, 4 and 5 will enjoy more complex puzzles with 12 to 20 or more pieces. Other toys in this category include toys with latches, locks, hooks, buttons, snaps, etc. for children to manipulate, blocks that snap together, collections of objects such as shells, keys, etc. and counting bears.
Pretend play items
A dramatic play or pretend play area is a staple in all early childhood classrooms. Children love to be police officers, doctors, construction workers or teachers, but they are also learning a lot while doing so. The National Association for the Education of Young Children (NAEYC ), the major accrediting body of early childhood programs, stated in a recent position paper, “high-level dramatic play produces documented cognitive, social and emotional benefits.”
It is through pretend play that children first begin to explore their own likes, interests and the world around them. Pretend play gives children an opportunity to work through new, different, confusing or scary life experiences. Children are building their social and emotional skills, supporting complex problem solving skills, learning to read social cues, share, take turns and so much more when they engage in dramatic play.
Toys that support this play include child size furniture, dress-up clothes, dolls, doll clothes, pretend play food, cash registers, transportation toys and any creative items that allow children to pretend. Prop boxes with items to support a theme of play, such as the items needed for a veterinary clinic, can be a fun way to support children’s interest.
Fine motor skills. Grasping pencils, crayons, chalk and paintbrushes helps children develop their fine motor muscles. This development will help your child with writing, buttoning a coat and other tasks that require controlled movements.
Cognitive development. Art can help children learn and practice skills like patterning and cause and effect (i.e., “If I push very hard with a crayon the color is darker.”). They can also practice critical thinking skills by making a mental plan or picture of what they intend to create and following through on their plan.
Math skills.Children can learn, create and begin to understand concepts like size, shape, making comparisons, counting and spatial reasoning.
Language skills. As children describe and share their artwork, as well as their process, they develop language skills. You can encourage this development by actively listening and asking open-ended questions in return. It is also a great opportunity to learn new vocabulary words regarding their project (i.e., texture).
Materials to support open-ended creativity include a variety of writing/drawing tools such as crayons, colored pencils, markers, chalk, paint, watercolor paint, finger paint, paper of varying weights and sizes, safety scissors, modeling clay, playdough, playdough tools, glue and a variety of scrap materials for collages. Musical instruments such as tambourines, maracas, rhythm sticks and xylophones to allow creation of music are other creative arts options as well.
Large motor play items
While many people are aware of the importance of physical activity in supporting children’s health and development, preventing weight gain, etc., it is less commonly recognized that physical activity supports academics as well. Regular participation in large motor activities in early childhood has been found to improve attention and memory, increase academic performance, and improve actual brain function by helping nerve cells multiply, creating more connections for learning. It is important for children to have the opportunity to engage in large motor play.
Materials to consider purchasing to support large motor play include ride on toys such as tricycles, bicycles and balance bikes, large and small balls to throw, kick and catch, climbers with soft material underneath, plastic bats and balls, targets and things to throw at them, wagons and wheel barrows, tunnels to climb through and pounding or hammering toys.
Be sure to take into account children’s age and developmental ability when selecting toys, and continue to inspect toys for safety. A previously safe toy can become unsafe due to normal wear and tear. Items are occasionally recalled as well. You can sign up to receive recall alerts with Safe Kids USA and check previous recalls.
Also, remember that all children grow and mature at their own individual rate and may be interested in toys for a longer period of time or become interested in other items sooner than other children. For more ideas on developmentally appropriate toys, including lists by age, visit the NAEYC Good Toys for Young Children by Age and Stage guide.
Why would we want young children to learn a second language while they are focused on learning their primary one? It seems like this would be learning overload at a time when they are also learning how to be friends, count, play on the playground and so much more. However, this is a time in our lives when acquiring a second language comes very naturally.
Between the ages of 0-3, the brains of young children are uniquely suited to learn a second language as the brain is in its most flexible stage. In fact, bilingually exposed infants excelled in detecting a switch in language as early as 6 months old. They can learn a second language as easy as they learned to walk and learn their primary language. According to the University of Washington News, the U.S. census shows that 27 percent of children under the age of 6 are now learning a language other than English. Learning a second language does not negatively impact the child’s native language.
As adults, we have to consider grammar rules and practice, but young children absorb sounds, structures, intonation patterns and the rules of a second language very easily. Up until the age of 8, young learners benefit from flexible ear and speech muscles that can detect differences between the sounds of a second language.
If youth can learn multiple languages, why not teach them? Exposure to two languages over one language has many benefits, according to What’s Going on Inside the Brain of a Bilingual Child? from KQED news. Bilingual children may have a superior ability to focus on one thing and change their response, easily indicating “cognitive flexibility.” Both traits require self-control, a very desirable trait in the early childhood classroom as well as life. When a bilingual toddler attempts to communicate, the languages in the brain “compete” to be activated and chosen. The child must select one and suppress the other, which requires attention and the ability for the brain to be flexible, which is possible at this early age. The interference forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles.
Bilingual children are also more adept at solving certain kinds of mental puzzles. A 2004 study by psychologists Ellen Bialystok and Michelle Martin-Rhee found that bilingual youth were more successful at dividing objects by shape and color versus their monolingual peers who struggled when the second characteristic (sorting by shape) was added. This suggests the bilingual experience improves the brain’s command center, thus giving it the ability to plan, solve problems and perform other mentally demanding tasks. These tasks include switching attention from one thing to another and holding information in mind, like remembering a sequence of directions when getting ready for school in the morning or, for adults, driving a car.
While it may be easier for young children to pick up a second language, there are benefits for adults as well. Researchers found that young adults who knew two languages performed better on attention tests and had better concentration compared to those who only spoke one language. They also respond faster or more accurately than their monolingual peers, according to Kapa and Colombo, 2013. This is largely because of the workout our brain receives while switching back and forth between one language and another when deciding how to communicate. It allows us to focus better during a lecture and remember relevant information.
Learning a second language can protect against Alzheimer’s as well. Recent brain studies have shown that bilingual people’s brains function better and for longer after developing the disease. On average, the disease is delayed by four years compared to monolinguals.
Do not fear that learning two languages will confuse or distract your child. Remember, their brains are flexible, and the skills develop beyond learning a second language is immeasurable. Bilingual children learn that an object stays the same even though the object has a different name in a different language (object permanence). For example, a foot remains a foot in English as well as French. Studies have also repeatedly shown that foreign language learning increases critical thinking skills, creativity and flexibility of mind.
Michigan State University Extension suggests the following articles for additional information about the advantages to learning a second language as well as helpful tips to support your child:
The relationship of wolves and humans in the United States has been tumultuous. Prior to European settlement, wolves inhabited much of the North American continent. They were systematically eradicated, as settlers made their way west, being perceived as a threat to families and livelihoods. Habitat was also destroyed as part of the westward expansion, further stacking the deck against wolf viability. Today the American wolf population is a mere shadow of what it once was.
Whether you love them or hate them, studying wolves can be a great way to observe some of the dynamics that occur with any predator-prey relationship in nature. When it comes to wolves, there is perhaps no better place to learn about this relationship than on Lake Superior’s largest island, Isle Royale.
The island is part of Isle Royale National Park (actually one large island surrounded by many smaller islands), which protects about 450 square miles. In the late 1940s, wolves established themselves on the island via an ice bridge from Ontario. Since that time, biologists have been studying the interaction of the wolves and their primary prey source on the island, moose, making this the longest ongoing predator-prey research study in the world.
Researchers have observed the species dynamics and collected data throughout the years, seeing the wolf and moose populations fluctuate dramatically. At times, the wolf population on Isle Royale numbered as high as 50. High levels of predators mean that the prey populations (moose) are kept in check. Conversely, when the wolf populations were low, moose populations increased. Similarly, when moose populations are high, their food sources—balsam fir, aquatic plants—are impacted.
In 2016, the Isle Royale wolf population had dwindled to two animals, sparking a debate among scientists as to what to do next. On one hand, if new wolves were brought in, this long-running predator-prey study could continue. On the other hand, if new wolves are brought in, is the study still valid (since humans have now altered the variables)? In the end, the National Park Service decided to start introducing new wolves to the island in 2018, thus continuing the study. Up to 30 more wolves will be brought in over the next three years.
We all know that companies cross government boundary lines all the time. They are constantly buying and selling goods and services while crossing city, village, township, county, state, and in many cases federal boundaries.
But what many people may not realize is that employees regularly cross city, village and county boundaries for employment. This ebb and flow of employees help companies located in a particular county fill needed positions, which enables them to sell products and services, pay taxes, and support their home county.
Conversely, many residents rely on companies in another county for employment, which enables them to live, raise families, pay taxes, and support schools and community projects in their home county.
The US Census Bureau OnTheMap has created an interesting report called: “Inflow/Outflow Report All Jobs for All Workers.” Search and select the county or city you’d like to analyze, then select “inflow/outflow” and “all jobs” in the dialog box. From the generated report you’ll be able to see how many individuals are employed and living in the area, how many come into the area for employment, and how many leave the area for employment.
The report is based on 2015 data, but the proof that economic development is regional is shown vividly by the movement of residents. View your community data and access the full reports at http://onthemap.ces.census.gov.
“Michigan State University Extension has had a unique relationship with the regional economic development organization Northern Lakes Economic Alliance (NLEA) for more than 20 years. Recognizing the strength of combining resources, this partnership focuses on economic development, entrepreneurship growth and community infrastructure throughout a four-county region in the northwest Lower Peninsula, specifically Antrim, Charlevoix, and Cheboygan counties. As a result, the NLEA utilizes resources offered through MSU Extension as it provides leadership to state-wide programs sponsored by MSU Extension.”
An excellent way to enhance your child’s scientific skill set is by playing together with blocks. Through block play, you can help your child focus on specific skills that may lead to a greater understanding of scientific principles as they learn more about the world around them. Remember that you can play with blocks anywhere. Feel free to take blocks to the backyard, park and places where you can spend time in nature. Using blocks in unconventional locations may create new sensory experiences that connect children to the natural world and their overall environment. In this series of articles, you will learn some specific questions to use to interact with your child using blocks to increase their developmental skills.
There are many ways to increase scientific skills and knowledge by playing with blocks. Playing with blocks can increase the ability to use observation, guessing and comparison. Block play can also lead to increased understanding of gravity, weight and balance. As you use blocks to play with your children, it is essential to be aware of some important and fun questions you can ask to support their learning and increasing of scientific skills.
Questions for learning about comparisons with blocks:
Can you show me which tower is the tallest?
Which block is the smallest? Which block is the biggest?
Which block is the shortest? Which block is the longest?
Do you have more red blocks or blue blocks? More yellow blocks or green blocks?
Is the red tower or the green tower the smallest?
Is the yellow tower or blue tower the biggest?
Questions for learning about gravity with blocks:
What will happen to the tower if we take this block away? (Choose a block in the middle.)
What makes the blocks fall down?
What can you do to make the tower fall down?
Questions for learning about balance with blocks:
Can you hold this block and stand on one foot?
How many blocks can you stack before it tips over, falls down, etc.?
Can you build a bridge with your blocks?
How can you make the blocks even? (Two on each side, three on each side, etc.)
Questions for learning about weight with blocks:
Can you show me the block you think is the heaviest? Lightest?
Which block would fit best on the top of your tower?
Which block should we use for the bottom of the tower (use to start building the tower)?
What would happen if you put the heaviest block on top of the tower?
Questions for learning about observation with blocks:
Can you show me the smallest block? The largest block?
Where is the square block, the circle block, the triangle block, etc.?
Can you find the shortest block? The longest block?
Where is the straight block? Where is the curved block?
Questions for learning about guessing using blocks:
Can we stack 10 blocks without them falling over?
If I remove this block, what do you think will happen?
If I place a block here, what will happen?
Can you show me the block you think will fit here?
Using any of these questions while playing with blocks can help a
child increase their knowledge and excitement for science. Beginning to
learn science at an early age can help increase creation of pathways in
the brain. With more experiences, children may have a greater chance of
being successful at learning higher scientific skills later in life.
Another great spot to search for science activities and resources is PBS Parents. They offer many activities, ideas and articles for playful science learning and are a great place to find extra resources for helping children increase their learning in science.
With the mild weather of spring upon us, many people are venturing into the outdoors after enduring a long, cold Michigan winter. While there are few better experiences for the soul than a walk in the woods, there are some precautions one should take to minimize the risk posed by ticks.
Although most bug bites are harmless, some people are prone to sensitivity from the biting insect’s saliva, which is recognized by the body as a foreign substance, prompting an immune response. The more you scratch it, the more it will itch as irritation and inflammation increases. Many over-the-counter products, or plain old rubbing alcohol, can reduce this itching and inflammation.
However, when it comes to ticks, there are some potentially dangerous ailments that can be transmitted through bites. According to the Centers for Disease Control and Prevention (CDC), ticks can be infected with a variety of bacteria, viruses, and parasites that can be passed on to humans through a bite. The most common of these is Lyme disease, first diagnosed in Lyme, Connecticut in 1975.
Lyme disease has been notoriously hard to diagnose, although the increased incidence of the disease has resulted in more awareness for both the patient and medical practitioner. Typical symptoms of possible Lyme infection include initial swelling and/or itching at the site of the bite, which many times progresses into an expanding rash (possibly forming a bulls-eye appearance). As the infection progresses, flu-like symptoms can present themselves, including headache, chills, fatigue, fever, and nausea. If left untreated, Lyme’s disease can cause permanent, debilitating neurological and joint problems.
The best defense against tick-borne illnesses is prevention. First, be aware of tick habitat and their methods for finding a host. Contrary to popular belief, ticks do not drop or jump on people (or animals)—they hang onto vegetation, waiting for something to brush against them, then latch on. Brushy woods and tall grassy areas provide the best opportunities for ticks to accomplish this, so be especially vigilant when exploring these areas.
It is recommended to wear long-sleeved shirts, long pants, and socks to provide fewer areas of exposed skin for ticks to latch onto. Additionally, since ticks usually crawl upwards, tucking pant legs into socks will increase the likelihood of seeing ticks on your pants rather than on your skin.
The CDC recommends treating clothing, boots, and outdoor gear with products containing permethrin. Insect repellents containing DEET or other Environmental Protection Agency-approved ingredients can be quite effective at repelling ticks.
Finally, don’t forget about pets. After venturing outdoors, be sure to thoroughly check your pet’s coat for any ticks. And, talk to your veterinarian about the best way to protect your pet from ticks.
Any ticks found attached (on you or pets) should be carefully removed with a fine-tipped tweezers. Grasp the tick as close to the skin as possible and gently pull straight out, being careful not to dislodge the head into the skin. Thoroughly wash the bite area, and monitor for signs of irritation or rash.
Blueberries at harvest display poor pollination. Right cluster was visited by bees while left cluster was not. Courtesy Michigan State University Extension
Bees are important insect pollinators for bountiful home vegetable gardens and backyard fruits. Both European honey bees and native bees, such as bumble bees, help ensure fruit set and higher yields. Learning about the process of pollination can help smart gardeners attract and safeguard these important insects.
What is pollination?
Figure 1. Flower anatomy in a perfect flower. Courtesy Michigan State University Extension
Pollination is the deposit of pollen grains from the anther (male structure) onto the pistil (female structure) of the same plant species (Fig. 1). Pollen can be transferred within an individual flower or between separate flowers. Successful pollination results in the production of viable seeds and a fruit to protect them.
Most crop plants are pollinated by insects or wind. Many agronomic crops, such as wheat and corn, rely on wind pollination. In contrast, many fruits and vegetables require or benefit from insect pollination. Common insect pollinators include bees, butterflies and flies. Of these pollinators, bees are the most important in home gardens.
The role of pollinators in the vegetable garden
Common plants in the cucurbit family include cucumbers, squash, zucchini, pumpkins, watermelon and muskmelon. Most cucurbits depend on bee pollination because each plant produces separate male and female flowers rather than having both sets of reproductive parts in each flower.
Figure 2. Cucumber flowers. Female flower with ovary on left, male on right. Courtesy Michigan State University Extention
Gardeners frequently ask why they have so many flowers on their cucumbers, but no fruit set. Look closely at the flowers to answer this question. In many cucumber cultivars, the first set of flowers are all male, which do not bear fruit. Both male and female flowers will then be produced in the second wave of blooms.
If female flowers are present but no fruit develops, then the problem may be a lack of pollinators. In the short-term, you can fill the role of the bee with hand- pollination. Take a clean paintbrush and insert it into the male flower to gather pollen. Then, transfer pollen to the stigmas of an open female flower. Hand-pollination works best in the morning. For a long-term solution, create pollinator habitat near or in the garden to attract bees.
Such flowers are called “imperfect.” Bees are essential to cross-pollinate or carry pollen from the male flower to the receptive female flower.
Figure 3a. Tomato flower anthers forming a tube around the pistil. Courtesy Michigan State University Extension
The cucurbit male flower contains three to five stamens with pollen- producing anthers. The female flower produces a single style with three stigmas. The easiest way to distinguish between the two flower sexes is to look for an ovary below the yellow petals. Female flowers have a swollen ovary or fruit and male flowers do not (Fig. 2).
Figure 3b. Portion of anthers cut away to revel pistil. (Courtesy Michigan State University Extension
In contrast to cucurbits, Soloanaceae crops such as tomatoes, peppers and eggplants produce “perfect” flowers that contain male and female reproductive structures. Flower anatomy differs from the idealized image in Figure 1. Tomato anthers form a tube that completely surrounds the pistil (Fig. 3a). Figure 3b shows the anthers partially removed to reveal the pistil. Tomatoes, peppers and eggplants can be pollinated simply by wind shaking the pollen from the anthers onto the stigma. However, bumble bees can improve fruit set and size because they vibrate the flowers and shake pollen loose from the anthers.
Leafy greens (lettuce, spinach, arugula), cole crops (cabbage, broccoli, cauliflower, kale), root crops (carrots, beets, radishes, onions), legumes (peas, beans) and tuber crops (potatoes) do not require bees to produce an edible harvest.
The role of pollinators in growing fruit
Bee pollination is important for growing tree fruits and small fruits. Many tree fruits such as apples and pears are self-incompatible (Table 1). This means two separate cultivars must be planted to produce fruit. For example, a ‘Honeycrisp’ apple blossom will not set fruit if a bee deposits pollen from a second ‘Honeycrisp’ apple tree. Instead, the pollen must come from a cultivar that is genetically different and has an overlapping bloom time.
Fruits such as sour cherries are self-compatible and can set fruit in the absence of a second cultivar (Table 2). However, self-compatibility still requires bees to transfer pollen within the flower or between flowers for full pollination. The number of cherries on a tree is directly related to the number of bee visits.
Raspberries are another example of a self-compatible fruit that relies on bees for full pollination (Table 2). The average raspberry flower contains 100 to 125 pistils. To produce a normal berry that does not crumble, at least 75 to 85 of the pistils must be pollinated.
Best management practices to attract and protect pollinators
Plant native and other well-adapted flowering plants for season-long bloom in or near the garden.
Create nesting habitat for ground- and cavity-nesting bees.
Do not spray insecticides or fungicides on flowering plants or fruit trees just before or during bloom.
If pesticide applications are necessary, choose a product with the least toxicity to bees.
This work is supported by the Crop Protection and Pest Management Program 2017-70006-27175 from the USDA National Institute of Food and Agriculture. Any opinions, findings, conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture.
In this season of graduations and the school year ending, it is easy to focus on accomplishments and successes as we reflect on the past year as well as a student’s entire school career. However, failure is an important part of our learning process and can be a powerful educational experience. It takes some practice and humility to see failure as a good thing, as so often it is portrayed as a negative experience or something people don’t want to talk about. Teachers, coaches and 4-H leaders can help youth reframe failure and reflect on what they learned.
Think back to a time when you feel like you failed at something. Did you work on a project that didn’t turn out like you hoped? Did you plan an event that didn’t attract enough people? Did you overspend on a budget? Did you run out of food or supplies for a project? Did you say something that offended someone? Did you miss a deadline?
How did you feel immediately after the experience? How did that change over time? Often, the passage of time helps us to see how we could have done something differently to affect a different outcome, but right after the experience our feelings of shame and embarrassment may hinder our ability to learn from it. We can help change the culture of how we talk about failure so that the youth we work with can learn to see failure as part of their normal development.
Here are some common situations youth experience and some tips for how to talk about them in a way that encourages growth.
Sports team doesn’t win a game or tournament. Student doesn’t win a competition or scholarship.
Encourage discussion on the entire experience, not just the final result. What were the things that worked well? What did they observe the other team/contestants do well?
Youth misses a deadline for entering a project in the fair.
Encourage discussion about what was learned in the project experience. What could help them meet deadlines in the future? Are there other places they could share their project besides at the fair?
Youth work on a community service project that didn’t raise as much money or didn’t engage as many community members as they wanted. Or perhaps they work on something where there were more people than expected and they end up overspending on a budget or didn’t buy enough supplies.
Encourage discussion about all the different skills learned through the project. What were the things that worked well? Where could they ask for help or more resources next time?
Avoid shame or blame in these discussions and pay attention to how you express your feedback. Helping youth to see what they can learn in these situations can often be as much about our phrasing and attitude as the actual questions we use. It may help to remind everyone involved about the bigger picture of learning and developing skills to be better in the future.
Learning to see failure as an experience that can teach us as much or more than a success takes practice and patience. Model this in your words and feedback to youth about their experiences, and they will be able to see the value of failure!
Michigan State University Extension and Michigan 4-H Youth Development help to prepare young people for successful futures. As a result of career exploration and workforce preparation activities, thousands of Michigan youth are better equipped to make important decisions about their professional future, ready to contribute to the workforce and able to take fiscal responsibility in their personal lives. For more information or resources on career exploration, workforce preparation, financial education, or entrepreneurship, contact 4-HCareerPrep@anr.msu.edu.
The Grand River Waterway is a proposed seven-foot deep, 22.5-mile long channel that would involve dredging portions of the Grand River between Fulton Street in Grand Rapids and Bass River State Recreation Area in Eastmanville. The channel would allow large powerboats to travel from Grand Rapids to Grand Haven and would remove 50 acres of shallow-water fish habitat. Removal of these shallow areas would likely have additional impacts that would ripple through the river environment for decades to come.
At first glance, the notion of improved access for boaters looks like a great idea for improving tourism and benefiting the local economy. However, the hidden environmental and economic costs of de-stabilizing a river channel must be carefully considered. Michigan State University Extension and Michigan Sea Grant have published a white paper on the potential physical and biological impacts of this project, and the Grand River Waterway organization has a feasibility study detailing the extent and cost of dredging available on its website.
Channelization vs. harbor dredging
Many west Michigan communities are aware of the economic benefits of harbor dredging, as well as the difficulty in securing federal or state funding to maintain navigable harbors. Harbors are typically located in river mouth areas and associated lakes, where dredging is used to maintain a deep channel connection to Lake Michigan.
The Grand River Waterway project proposes to dredge a free-flowing river environment that is very different from the “freshwater estuaries” found at Great Lakes river mouths. This project would seek to allow boats up to 49 feet long to cruise upstream 40 miles from Lake Michigan by digging out the bottom of the river and removing snags and other obstructions. This type of river modification is known as channelization and is recognized by Michigan Department of Natural Resource’s (MDNR) Wildlife Action Plan and Grand River Assessment as one of the most serious threats to big river ecosystems and the unique species that reside there.
History of Grand River channelization projects
This is not the first time that channelization has been proposed to improve navigation between Grand Rapids and Lake Michigan (see 1978 study). The section of the Grand River between Grand Rapids and Eastmanville was naturally shallow, and the first dredging project was a four-foot deep channel that was approved by the River and Harbor Act of 1881. This initial attempt was never completed, and an 1887 report concluded that highly variable water levels and ongoing problems with deposition of sand and silt made construction of a permanent channel within the riverbanks impossible.
Courtesy Sea Grant Michigan
A more elaborate engineering project was authorized in 1896 and modified in 1903 to provide a six-foot deep channel. In order to prevent the shifting sand of the river bottom from filling in the channel immediately, training walls were constructed of pilings and “mattresses” of woven pile and brush.
These walls were constructed parallel to the river banks within the river channel. Sediment was dug out from what would become the navigation channel, and this sand and silt was deposited between the training wall and shore. This effort artificially deepened and narrowed the river channel through dredging and the construction of 25 miles of training walls within the river channel. Despite the scope of this undertaking, the channel was officially abandoned by the federal government with passage of the River and Harbor Act of 1930.
Most of the training walls remain in the Grand River, buried beneath over a century’s worth of accumulated sediment. In places, the river has broken through the walls and cut a new channel. In other places, new land has formed as the river adapted to the modifications of its bed. The walls still hold back vast quantities of sediment pulled from the middle of the river circa 1910.
Erosion and related impacts to the river
Channelization projects typically lead to increased net erosion. Dredging cuts into the bottom of the river, making it deeper and faster in the dredged portion of the river. The deeper, faster water erodes more sand and other sediment, which is then deposited downstream or on floodplains following high water. The exact location and severity of effects are difficult to predict, but many studies from around the world have documented harmful, and sometimes disastrous, consequences (see white paper for full documentation).
Along the Blackwater River, Missouri, channelization caused excessive bank erosion and damaged bridges. Sediment deposition on shore was so deep that it buried fences.
In the Missouri River, Kansas, channelization led to the loss of side-channels and islands when eroded sediment was deposited in side-channel areas.
In western Tennessee, several rivers experienced so much erosion after channelization of upstream areas that channel blockages formed where sand and silt settled out in downstream areas. These blockages prevent navigation in downstream areas and lead to stagnation of river water.
Dredging typically harms water quality by increasing turbidity and suspended solids. Peak sediment loads increased by a factor of 7 after channelization of the River Main, Northern Ireland.
Channelization can lead to development of an incised river, which can lower the water table and drain adjacent wetlands (see image and videos).
Wakes from large boats lead to further erosion and muddy water. One study from the Waikato River, New Zealand, found that boat wakes were 100 times more powerful than natural river waves and carried up to 23 times as much soil away from the riverbank.
Harm to fish and other aquatic life
In addition to the direct destruction of 50 acres of shallow habitat, dredging to channelize the Grand River would likely reduce populations of gamefish and other sensitive fish species by harming water quality, reducing water clarity, reducing the number of insects and other invertebrates that fish feed upon, and damaging additional spawning and nursery habitat.
Channelization led to a 90% decline in fish food in the River Moy, Ireland.
Channelized sections of the Chariton River, Missouri, have 80% lower total fish biomass relative to natural sections.
A study of 40 Indiana streams found 50% fewer sensitive fish species in channelized vs. natural stream sections.
Destruction and degradation of spawning and nursery habitat led to fewer trout and salmon relative to less valuable fish species on the River Boyne, Ireland.
The average size of largemouth bass was 8 times higher in natural vs. channelized sections of the Luxapalila River in Mississippi and Alabama due to lack of habitat for large bass.
Removal of snags and other woody debris for navigation eliminates fish-holding areas and fish food. Snags were found to hold 20-50 times more invertebrate biomass than sandy areas in the Satilla River, Georgia.
Dozens of sensitive species are associated with the Grand River corridor in Ottawa County, including 18 freshwater mussels and 2 snails. Channelization is among the leading causes of extinction for freshwater mussels and snails in North America, and two state threatened mussels have been found in the proposed dredging area.
The proposed path of the Grand River Waterway woulddredge through shallow gravel habitat that provides quality fishing for a variety of gamefish in addition to providing spawning habitat for state threatened river redhorse.
Economic consequences
A study was commissioned by Grand River Waterway to demonstrate economic benefits of the channelization project and building of a 250-500 slip marina in the Grand Rapids area. That study did not address economic benefits that the natural, un-channelized Grand River currently provides, nor did it address the impact of dredging on current uses and economic impacts. The current un-channelized river corridor is used for activities including kayaking, canoeing, fishing, birdwatching, and hiking in numerous parks along the river that provide a peaceful environment for recreation. Existing businesses like the Grand Lady, a 105-foot long riverboat, and several fishing guides also regularly navigate the un-channelized river and could suffer from the impacts of dredging.
The area of focus for Grand River Waterway is the 23-mile stretch of river beyond the pictured Fulton Street bridge to Bass River near Eastmanville. Photo by Justin Dawes
The Grand River Waterway Economic Benefits Study also stated that “improved water quality may generate up to 49,000 new visitor days annually” even though this type of river channelization project often leads to reduced water quality. The potential economic consequences of dirtier water, reduced fishing opportunities, erosion of private and public lands along the river, and deposition of sediment in downstream areas were beyond the scope of the economic benefits study.
Even so, these detrimental but unquantified effects have been recognized by communities along the lower Grand River. Some additional unaccounted costs including the need for additional marine patrols and annual maintenance costs for dredging, snag removal, and buoys were highlighted at a work session of the Ottawa County Board of Commissioners on April 9, 2019.
Opposition and support
The Ottawa County Board of Commissioners passed a resolution in opposition to the project on April 23, 2019, following the passage of similar resolutions by the Ottawa County Planning and Policy Committee and the Ottawa County Planning Commission. A separate resolution of opposition was passed by the Ottawa County Parks and Recreation Commission on April 2, 2019.
Additional resolutions in opposition to the Grand River Waterway have been passed by:
Crockery Township
Grand Haven City Council
Grand Haven Convention and Visitors Bureau
Grand Haven Chamber of Commerce
Local organizations with concern for the river have also raised concerns. The West Michigan Environmental Action Council (WMEAC) passed a resolution in opposition to the dredging and provides an overview of the issue on their website. The Grand Rapids Steelheaders and Grand Haven Steelheaders passed votes in opposition to the project, and the Friends of the Lower Grand River formed recently in response to the possibility of river dredging. The Friends group drafted talking points on the dredging issue and also provides several related documents on their website.
Georgetown Township’s Finance Committee passed a resolution in support of the Grand River Waterway in July 2018. The Grandville City Council voted to table a similar resolution in 2018.
Although opposition has been strong at the local level, $3.15 million in state funds were appropriated for this project with the most recent $2 million approved during the Legislature’s lame duck session in 2018. While $150,000 in state funds are to be directed toward sediment boring study, the remaining $3 million is specified for dredging and related activities on the Grand River once permits are acquired. Former state Sen. Arlan Meekhof has been very supportive of the Grand River Waterway project, as evidenced by his editorial and this rebuttal in the Grand Haven Tribune.
Current state legislators Rachel Hood (D-76th House District), David LaGrand (D-75th House District), and Winnie Brinks (D-29th Senate District) have been actively working against the dredging and recently sent this letter to Governor Gretchen Whitmer and MDNR Director Daniel Eichinger calling for a halt to all state funding related to the Grand River Waterway project.
The future of the project is now uncertain, and legal questions related to the rights of riparian landowners faced with the prospect of a state-funded dredging project have yet to be resolved.
This article was written by Michigan Sea Grant Extension Educator Dr. Dan O’Keefe under award NA14OAR4170070 from the National Oceanic and Atmospheric Administration, U.S. Department of Commerce through the Regents of the University of Michigan. The statements, findings, conclusions, and recommendations are those of the author(s) and do not necessarily reflect the views of the National Oceanic and Atmospheric Administration, the Department of Commerce, or the Regents of the University of Michigan.
All across the country, children are wrapping up their school year. Final projects are turned in, the last concert of the year is performed and awards banquets are being held. Soon the bell will ring on the end of the year and children will be home for the summer.
This is a fun time, but it is also a time of transition. Transitions, both positive and negative, can be challenging times for children and their parents. What can you do to help your family successfully get into the summer routine and limit the beginning of summer chaos? Michigan State University Extension offers the following tips for summer success.
Allow for time to settle into the routine
It’s easy to think that with school out, the pressure is off, and kids should be relaxed and happy. The truth is that it isn’t always that easy. School ending abruptly changes a child’s routine and structure to their day. They miss their friends, they worry about the upcoming school year, they’re bored with long days ahead and (seemingly) nothing to do, or suddenly they’re spending an awful lot of time with their siblings. Expect the first few weeks of summer to be bumpy for children.
Set aside time for a family meeting to plan for a successful summer. What do your children want and need in the summer months? Perhaps it’s siblings respecting the private space of their bedroom or being allowed to wait until late morning to start chores. Allow children to share their feelings and be heard.
Establish rules and guidelines together
Clear expectations and boundaries for children help them be successful. What do you expect your children to do each day in the summer? How much screen time is allowed? Can screen time come before chores or is it after chores only? When can they go play with friends? How far can they go from home when playing outside?
Maintain a routine and bedtime
Routines do not have to mean firm schedules. It’s OK to let children stay up late catching fireflies or sitting around the campfire once and a while. However, maintaining predictable routines and schedules is helpful for children. They might not tell you they enjoy the routine, but knowing what comes next is a safe and predictable feeling for children. They know what to expect and when to expect it. Stick with a reasonable bedtime and support your child getting adequate sleep every night. Blackout blinds or curtains can help children fall asleep when it is still daylight and sleep in later in the morning.
Stay busy, but not too busy
Summer is a great time to be outside playing with friends and family. Schedule fun outings, camps and other activities, but don’t forget to let your child have time to just play at home. Play allows children to use creativity, imagination, dexterity as well as physical, cognitive, social and emotional skills. Authentic play experiences are essential to healthy development. Try to make time for your child to just play.
Keep learning alive
Don’t let the summer months mean an end to educational activities. Take time this summer to read with your children and engage in other learning focused activities. Sign up for the library summer reading program, go on nature walks, explore state parks. Keeping your children learning and engaged through the summer is the key to preventing summer learning loss and ensuring your children are ready to succeed at school in the fall.
Take time to plan ahead for a successful summer with your family. Include your children in creating their summer plans. Find out what they would like to do and schedule in their desired activities. Expect your children to contribute at home. Limit technology and encourage play. Relax, and enjoy your summer!
Feeding America believes that food insecurity impacts one in eight people in west and northern Michigan. To address this issue, Michigan State University Extension is encouraging home gardeners to consider “growing a row” of produce for donation to their local food pantry this season. Many northern Michigan pantries are seeking donations of fresh fruit, vegetables and herbs.
All donations are welcome, but please consider popular items such as:
Peppers
Apples
Potatoes
Tomatoes
Green beans
Cabbage
Cherries
Cucumbers
Onions
Peaches
Carrots
Squash (winter and summer)
Pears
Radishes
Melons
Pantries ask that donated produce is clean, fresh, ripe, whole, uncut, undamaged and in separate packaging for different produce types. If using pesticides, make sure to follow the pesticide instructions. Please don’t donate produce that you wouldn’t buy for your own family.
Under terms of the Bill Emerson Good Samaritan Food Donation Act, donors are protected from liability, should the product donated in good faith later cause harm to the recipient. Be sure to check with your local pantry on the best days and times to bring in donated produce.
Michigan State University Extension provides support for home gardeners. Their vegetable gardening website provides an extensive list of resources, from finding the best location for a vegetable garden in your yard, planting techniques, to managing pests and diseases. MSU Extension Master Gardeners also staff a toll-free hotline during normal business hours in the growing season for gardening questions at 1-888-678-3464
Most parents don’t want to think that their own parenting practices are contributing to issues of bullying in the lives of their kids. In her book Bullied: What Every Parent, Teacher and Kid Needs to Know About Ending the Cycle of Fear, author Carrie Goldman draws from the work of several scholars and shares information on parenting practices that can help prevent bullying – as well as those that can actually foster bullying behaviors.
Goldman cautions parents to be mindful of the ways that they may inadvertently put pressure on their children to be “popular” or to be liked by other kids, which can put kids at risk for being involved with bullying.
For example, if we have a habit of judging others (or ourselves) based on appearance (saying for example, “She has put on so much weight and is getting really fat!”), we model for children that being disrespectful and judging others based on their appearance is okay. One of the reasons this is so critical is that children in one comprehensive study said that physical appearance is the number one reason kids get bullied or called names.
Children take in verbal and non-verbal messages (for good or for ill) from their parents and other adults around them. These messages too often make young people feel pressured to “fit in” in ways that are not healthy to their overall identities around physical appearance, gender, skin color, sexuality and other aspects of themselves. Feeling pressured to fit in at all costs can lead youth (and adults) to participate in unhealthy relationships – or go along with the crowd in the face of hurtful, mean-spirited behaviors.
When kids are the target of bullying behaviors, they may feel shame, assume it’s their fault, blame themselves or internalize the damaging messages. Parents, families and adults in kids’ lives have important roles to play in helping kids develop resiliency by understanding the difference between fitting in and belonging.
Another way parents can foster resilient kids in the face of bullying is to practice what researcher and educator, Brené Brown calls “wholehearted parenting.” Dr. Brown’s research on shame, vulnerability and courage illuminates several ways that parents can engage in wholehearted parenting with a focus on raising children who move through the world with courage and resiliency in the face of bullying and other challenging situations.
Goldman encourages parents to take issues of bullying seriously and resist the urge to label or dismiss their kid’s concerns as childhood “drama.” She urges parents to be present with their children by asking them open-ended questions, allowing them to talk, listening deeply and encouraging discussion about mutually acceptable solutions.
Michigan State University Extension provides opportunities for parents, youth workers and other adults to learn more about issues of bullying and ways to create safe, affirming and fair environments with and on behalf of young people. For more information, check out a new initiative called Be SAFE: Safe, Affirming and Fair Environments.
What comes to mind for you when you hear the word self-compassion? For many, words like self-pity, self-centered and self-indulgent are quickly associated. People often think that self-compassion is about letting ourselves off the hook or making excuses for our mistakes and shortcomings. These are common misconceptions according to Kristin Neff, Ph.D., associate professor at the University of Texas and pioneering researcher in the area of self-compassion.
According to Neff, self-compassion is about asking ourselves what we need and offering comfort and care during times of stress, pain and difficulties. She states that self-compassion is actually a motivator that helps people move toward overall health and well-being for themselves. For example, an increasing body of research suggests that self-compassion reduces anxiety and depression—and enables people to suffer less while also helping them to thrive.
Too often we get in our own way when it comes to self-compassion. Many of us have learned inaccurate information through a steady stream of dominant culture and societal messages, and we have come to believe that self-compassion is not a quality we should practice. Neff shares five common myths about self-compassion:
“Self-compassion is a form of self-pity.” While this is a common misperception of self-compassion, research shows quite the contrary. People who get stuck in “isn’t it awful” thinking, self-pity and feeling sorry for themselves are actually less likely to be self-compassionate. People who are more self-compassionate are better able to take life’s difficulties as they come, move through them with more ease and grace and keep things in perspective.
“Self-compassion means weakness.” When we come face-to-face with our mistakes, faults and failings, it’s very common for our shame to get triggered which makes us feel exposed and vulnerable. And when we’re unaware that our shame has been triggered, we may try to protect ourselves from painful feelings by shutting down, acting tough or acting aggressively toward ourselves and others. Far from being a weakness, researchers are finding that self-compassion is one of the most important aspects of coping, resilience and mental health as we move through the inevitable complexities and messiness of life.
“Self-compassion will make me complacent.” Many believe that judgement and harsh criticism for self and others is the best way to motivate people and that self-compassion will make us lazy, unmotivated and indifferent. What research actually shows is that fear-based self-criticism leads to a fear of failure, lack of confidence and depression. While self-criticism kills motivation, self-compassion motivates us to be more proactive, take risks and achieve emotional well-being and contentment in our lives.
“Self-compassion is narcissistic.” This myth stems largely from confusion about the difference between self-esteem and self-compassion. Many of us have heard about the importance of helping youth and adults develop self-esteem. And while there is general consensus that self-esteem is positive, research shows that the focus on helping people “feel good about themselves” sometimes comes at a high cost. For example, the emphasis on developing self-esteem is linked to self-criticism, self-judging, self-evaluating, perfectionism and comparing oneself to others. For some, having high self-esteem means feeling superior, above average and better than others and is linked to bullying behaviors such as putting others down as a way of trying to feel better about oneself. Self-compassion is different. Self-compassion honors the fact that we all have strengths and weaknesses and recognizes that our successes and failures do not define who we are. Self-compassion also encourages us to see ourselves as interconnected to a common web of shared humanity while extending to ourselves the same respect, understanding, kindness and care that we would to a beloved friend or loved one.
“Self-compassion is selfish.” For many people, especially women, our concept of self is closely tied to taking responsibility for everyone else’s physical and emotional needs. When we have been taught that we are supposed to take care of others at all costs, we may feel that being self-compassionate is the same as being selfish. According to Neff, a growing body of research shows that being self-compassionate and taking good care of ourselves helps us to sustain our capacity for generosity and service to others while not becoming burned out, angry or resentful.
Practicing self-compassion helps us to accept our own humanness and imperfections with kindness and increases people’s motivation to learn, to change for the better and to avoid repeating past mistakes. It also helps people feel less isolated and helps them keep their problems in perspective. Self-compassion has been shown to reduce anxiety and depression and lead to greater emotional balance and resilience in the face of struggles and challenges. If you’re interested in finding out how self-compassionate you are, you can use Kristen Neff’s self-compassion scale.
Playing with blocks is one of the most satisfying and fun ways to interact with your child while teaching important skills to enhance their language, social, emotional, cognitive and motor development. Block play can help to increase vocabulary, math, science and overall physical development. In this series of articles, you will learn some specific questions to use to interact with your child using blocks to increase their developmental skills.
There are many ways to increase mathematical skills and knowledge by playing with blocks. Playing with blocks can increase the ability to understand sizes, shapes and patterns. Block play can also lead to increased skills in counting, adding, subtracting and sorting. As you use blocks to play with your children, be aware of some important and fun questions you can ask to support their learning and increasing of mathematical skills.
Questions for learning about counting with blocks:
How many blocks do you have?
Can we count how many blocks you have?
How many square blocks? How many circle blocks?
What color blocks do you have?
Do you have a red block? Do you have a blue block?
How many red (blue, green, orange, etc.) blocks are there?
Questions for learning about patterns with blocks:
Can you make a pattern with…? (choose two color or two shape blocks)
What comes next in the pattern? (example: red, blue, red, blue)
How can you continue the pattern?
Questions for learning about shapes with blocks:
Can you pick up a round block? Can you pick up a square block?
Can you find a block shaped like a triangle? Can you find a block shaped like a circle?
What shapes are you using to build your castle (tower, house, etc.)?
Questions for learning about sizes with blocks:
How tall can you build your block tower?
Which block is the smallest? Which block is the biggest?
Which block is smaller? Which block is bigger?
Can you build a castle/tower larger than the one you just built?
Can you find the smallest block and place it on top?
Questions for learning about sorting with blocks:
Can you put all the yellow (red, blue, green, etc.) blocks right here?
Can you put all the red blocks in the bucket? All the green blocks? All the blue blocks?
Can you line up all the small blocks? Can you line up all the big blocks?
Can you line up all the blocks from smallest to biggest? Biggest to smallest?
Questions for learning about adding using blocks:
How tall will your tower be if you add two more blocks?
How many orange (red, blue, yellow, etc.) blocks will you have if you add one more?
How many red (blue, green, yellow, etc.) blocks will you have if you take one away?
Using any of these questions while playing with blocks can help a child increase their knowledge and excitement of math. Beginning to learn math at an early age can help create pathways in the brain for children to have a greater chance of being successful at learning higher math skills later in life. The National Association for the Education of Young Children (NAEYC) provides many activities, ideas and articles for playful math learning and is a great place to find extra resources for helping children increase their learning in mathematics.
It is easy to panic if your child gets lice. It’s hard to feel calm about the idea of little bugs crawling around on your child’s (or your) scalp. Lice, while definitely creepy and crawly, are not dangerous and do not spread disease. The only major issue they cause is itching. So, what should a parent do to get rid of lice quickly? Michigan State University Extension offers the following tips to thoroughly eliminate lice.
Know your lice facts
Lice are tiny, wingless parasites that feed on blood. They are found on your scalp and are most easily seen at the nape of the neck and behind the ears. Head lice are common among children ages 3 to 11. They can live on all types of hair—straight, curly, dyed or natural. They are most frequently found on girls and are more prevalent among Caucasian children. Head lice do not jump, they do not live on pets and poor personal hygiene does not make someone more likely to have them.
Lice are most frequently spread by head to head contact. Less commonly, they can be spread through shared items that touch the head such has hats, combs, brushes or hair accessories. Lice do not live for more than a day off of the human body.
Signs and symptoms
Although they’re very small, lice can be seen with the naked eye. Here is what to look for:
People with head lice often complain of itchy, scratchy heads. This is a reaction to the saliva of the lice. Some people may feel things moving around in their hair as well. Some children may get small, red bumps from itching and scratching, especially behind their ears and around the nape of their neck.
Nits, or lice eggs, are often what is visible in a lice infestation instead of louse. The nits are tiny yellow, brown or tan dots. They cling to the hair shaft close to the scalp where they are warm until they hatch. They look like dandruff but can’t be easily brushed off. See a picture of nits in hair from the Mayo Clinic.
Adult lice and nymphs (baby lice). An adult louse is about the size of a sesame seed and is grayish white or tan. Nymphs are smaller and become an adult louse one to two weeks after they hatch.
Treatment and de-lousing
Once your child is diagnosed, it’s time to treat. There are several over-the-counter treatment options. The most commonly used medications contain pyrethins, which are made from the chrysanthemum flower. These should not be used if you or your child are allergic to chrysanthemums, mums or ragweed. Some lice have developed resistance to the commonly used medications. Learn more about medication options from the Center for Disease Control and Prevention.
Head louse nymph
Keep these tips in mind when using medication to treat for lice:
Follow package directions. Creams and shampoos are typically applied directly to the hair, either dry or freshly washed (not conditioned). Apply when you or your child are full dressed and rinse into the sink or bathtub. Do not rinse off while bathing. Limit how much of the medication touches the skin.
After treatment, use a nit comb. Once the medication is applied and rinsed, change you or your child into clean clothes and carefully comb the hair in small sections utilizing a nit comb. Specially designed nit combs can be purchased and may be more effective. Many flea combs will also work. Separate the hair into small sections and comb the hair shaft from root to tip.
Wash clothing, bedding and towels. Wash items worn in the last two days by the infected person such as hats, coats, pillowcases, towels and bedding. Lice and eggs do not live long off a person and are easily killed by five minutes or greater in hot water or hot air cycles greater than 103 degrees; typically, the hot water/high temperature dry cycles are sufficient. Soak combs and brushes in hot water. Items that cannot be washed can be sealed in a plastic bag for two weeks.
Continue to check and nit comb. Repeat nit combing every two to three days to check for remaining lice and nits.
Many medications require retreatment seven to nine days after initial treatment. This is meant to kill newly hatched lice before they mature and lay eggs.
Avoid re-infestation
Continue to check the infected person’s hair every two to three days for two to three weeks. Reapply a second dose of the treatment if the package indicates it is required. This is because many medications only kill the live lice and not the eggs. Failure to retreat can cause a second round of lice to hatch. If you treated correctly and they are not going away, you may have lice that are resistant to the over-the-counter medications. These so-called “super lice” may require prescription medications. Follow up with your doctor for additional advice should over-the-counter treatments fail to be successful.
There is no need to use lice sprays or fumigate your home. Lice do not live long off the human body. Washing bedding, clothing and towels should be sufficient to kill any lice that have fallen off of the head. You can vacuum the infected person’s bed and common seating areas, but intense cleaning and household treatments are not necessary. Animals cannot get lice or spread lice. There is no additional need to treat your pets.
While the discovery of lice on you or your children can be alarming, there is no need to panic. They can typically be treated inexpensively and relatively quickly. With some time and focus, you’ll be back to enjoying a lice-free home again in short order.
Do you find yourself making tough choices about which bills to pay in tight months? In Michigan, 14 percent of individuals reported that in 2015, their household spent more than their income (not including the purchase of a new home, car or other big investment), according to the National Financial Capability Study. This same study reported 18 percent of individuals have medical bills that are past due. If you are struggling to make ends meet, you can prioritize based on what might happen and decide which bills are the most important to pay this month. This article contains recommended steps and suggests several possible strategies.
Understand the risk of not paying certain bills now. What things do you need to keep or get a job, like transportation, childcare, tools or work uniform? To stay housed and keep your utilities connected? What insurance do you need to pay for, including car, health, home or renter’s insurance? Do you have other important financial obligations, such as court-ordered child support, other loans or credit cards?
Assess the pros and cons of your situation. Remember that the costs of losing a place to live add up fast and can make it harder to find a new one. Also, consider consequences, legal or otherwise, of delaying payment. For example, credit card companies might raise your interest rates if you pay more than 60 days late.
Prioritize your bills. You are responsible for all your bills. If you cannot pay all of them at once, decide the payment order from highest to lowest priority. Keep in mind, if you fall behind on secured debt payments, you can lose your house or car.
Next, you can create an action plan to make this month’s most important payments. Use the Personal Monthly Budget spreadsheet or another budgeting tool to list your income and monthly expenses like rent or mortgage, utilities, transportation, education, childcare, cell phone and groceries. How much do you have left to use for debt payments? How balanced are your income and spending?
Now that you see your personal budget numbers, decide on your strategy. Here are five possibilities to consider.
Look at each line item and ask yourself if you can increase income as well as if you can decrease or eliminate some expenses.
If you have to miss a payment, you can try to call the creditor to tell them why and work out a short-term agreement. For example, are they willing to forgive an occasional fee?
If a certain bill is difficult to pay because of the due date, try to negotiate a new due date which better lines up with the dates you receive your income or benefits.
Another strategy is to rotate the bills you pay each month. While this is not ideal, it can prevent serious consequences such as losing your car or house, having a utility shut-off, or defaulting on a loan.
Find out if there are local resources to turn to for help. Those listed below are in Michigan:
Help with health care bills, food, child care: MiBridges. For medical debt, ask if there is a prompt payment discount, “charity care” or an affordable repayment plan.
Setting goals and planning to pay your bills on time are best practices to help make your financial hopes and dreams come true. Having a monthly budget shows your sense of control to understand your situation and make your action plan. And you will save money by paying down debt to avoid the interest costs from borrowing on credit. Financial planning takes time, patience, and discipline. Find more information about making money decisions and to learn about educational events in your area at MIMoneyHealth.org.
The Michigan State University Vegetable Entomology Lab started researching squash pollination two years ago when the USDA Organic Research and Extension Initiative funded a project that focused on all aspects of squash management. One of our goals was to learn about the impact of management practices on a little-known native pollinator that specializes in pollinating winter and summer squash: the squash bee.
The squash bee is a unique insect because it naturally occurs in most squash productions in Michigan and must find squash pollen to feed its young. The female creates nests in the ground and our project focused on finding out how soil disturbance impacts squash bees.
Did you know if you start daily reading at birth, and read with your child for 30 minutes a day, they will go to kindergarten with over 900 hours of literacy time? If you reduce that to 30 minutes a week, they lose over 770 hours of this critical “brain food” and go to kindergarten with just 130 hours of literacy time.
Developing early literacy skills makes it easier for children to read. These early skills, such as building vocabulary, rhyming, and book handling skills make it easier for children to learn how to read when they get to kindergarten. However, more than one in three American children are starting kindergarten without the essential skills they need to be ready to learn to read.
Make a commitment to help your child be ready to succeed in school and commit to engaging in 30 minutes of daily literacy skill-building time starting at birth. Here are seven tips from Michigan State University Extension and ideas to support your young child’s literacy development.
1. Promote high-quality language interactions
Think of yourself like a sports commentator. You are providing the play by play for the infant or toddler in your life. Narrate the world around them, their interactions with toys, even diaper changes. Talk about what is going on, what you are doing, what they are seeing, etc. Research shows that when children have higher levels of language stimulation in the first year of life, they have better language skills, including larger vocabularies.
2. Make art a regular part of the day
In infancy and toddlerhood, young children are learning that their movements and motions can make the marks on the paper. Art experiences provide young children with the ability to practice gripping and holding a marker or crayon, learning to be purposeful in making marks on paper and phenomenal sensory feedback (feeling the paint squish between their fingers, smelling the crayons, etc.). Provide children with a wide variety of art experiences including, but not limited to, coloring with markers and crayons on heavy and thin paper, painting, finger painting, molding paint and clay, etc. Consider using non-traditional paints like chocolate pudding or shaving cream for a fun sensory experience.
3. Read, read, read
Build children’s print awareness and book handling skills by reading to them every day and making books available for children to explore. Consider heavy-duty board books that will survive heavy duty toddler usage. MSU Extension offers ideas to expand on your child’s experiences with books in our free, reproducible Family Book Sheets.
4. Nursery rhyme time
Research in early literacy has proven that regular exposure to rhymes help boost children’s abilities to master pre-reading skills such as rhyme prediction and detection. Add rhymes and rhythms to your child’s day. Read nursery rhymes, sing songs with rhyming words, find fun books with rhymes and add chants or rhymes to routine times of your day, such as cleanup time or bath time.
5. Use baby sign language
Did you know that babies who learned to sign first have been found to have significantly higher vocabularies and higher IQ scores? In fact, babies who learn to sign are more likely to be reading on grade level by the end of third grade. Use signs to teach your baby and toddler basic communication words like eat, more, milk, tired, wet, hot, etc. You can tell your baby is starting to be old enough to sign when you see them waving bye-bye or mimicking other gestures to communicate, such as pounding on their high chair tray for more food.
6. Read it again, and again, and again!
While reading books again and again might be frustrating for parents, toddlers love to have their favorite books read aloud multiple times. The act of re-reading a book helps young children build their comprehension skills and their vocabulary. Consider having special books as parts of your routine, such as a bedtime book you read at the same time every night. Ask questions while you read, can they predict what will happen next?
7. Literacy rich environments
Point out to your baby or toddler all the things you read in a day. Read in front of them, emphasize that reading is something you value. Read cereal boxes at breakfast, magazines in the doctor’s waiting room, street signs while you are driving. Make books accessible to your child. Help your child grow up valuing reading as a critical skill and worthy use of their free time.
It is critical to help your child be ready to read when they go to kindergarten. According to 2017 M-STEP data, only 50 percent of Michigan’s children were reading on grade level by the end of third grade. This is a crucial benchmark because in fourth grade, children shift from learning how to read to reading to learn. The Michigan Department of Education is working diligently to improve reading proficiency, beginning with supporting language, literacy and pre-reading skills in early childhood.
Do your part in supporting your child’s early reading skills. Make an effort to keep reading a priority in your home; a family activity that is fun, engaging and something you do together, every day. Helping your child learn to love reading is an amazing gift.
Many distressed homeowners had poor experiences during the mortgage crisis, including runarounds and surprises. In response, mortgage servicers must do a better job and comply with the new federal loss mitigation procedures implemented by the Consumer Financial Protection Bureau (CFPB) in 2014. The rules are designed to provide consistent and meaningful protections for borrowers.
Only the five servicers who were part of the National Mortgage Settlement (See my related articles from April 9 and April 26, 2013) must comply with the CFPB procedures. The five Servicers are Ally/GMAC, Bank of America, CitiMortgage, JP Morgan Chase and Wells Fargo. The new rules do not apply to small servicers and community banks.
Servicers: Before foreclosing by advertisement, these five servicers must now do all of the following:
By 36 days after a homeowner misses a payment or cannot pay the full amount, the servicer must make a good faith effort to establish contact by telephone or at an in-person meeting.
If the borrower’s situation calls for it, the servicer must tell the borrower about loan modification or workout options available.
By 45 days delinquent, the servicer must send a written notice to the borrower encouraging the borrower to contact the servicer that contains the name, address, phone number and e-mail of assigned employees responsible to help them avoid foreclosure. The correspondence must also contain information about how to find a housing counselor.
After 45 days late, periodic or monthly mortgage statements must include a “delinquency box,” containing information on the possible risks the borrower faces, the amount needed to bring the loan current, how to find a HUD-approved housing counselor and any loss mitigation programs the borrower has already agreed to.
Only after 120 days of late payments can a mortgage servicer make a first notice or filing for foreclosure. This gives the borrower time to learn about workout options and file an application for mortgage assistance. If the borrower has already submitted a complete application, the foreclosure process may not begin while the Borrower is being evaluated for a loss mitigation plan. This provision restricts Dual-Tracking, which hurt many consumers who thought they were working out a resolution with their banks and were shocked to learn of a scheduled foreclosure sale.
If a loss mitigation application is received at least 37 days before a foreclosure sale, Servicers must review and respond to the borrower within 30 days. If the sale is more than 45 days away, servicers must inform the borrower if the application is complete within 5 business days of receipt.
Borrowers: The earlier that borrowers seek help, the more protections they have under CFPB rules:
Borrowers have the most protections if they submit a complete application for mortgage assistance within 120 days of the first missed payment. The servicer is not allowed to start a foreclosure process during those 120 days. There is no deadline to apply, but the sooner the better.
If a borrower submits a complete application 90 or more days before a scheduled foreclosure sale, the servicer must give the borrower at least 14 days to accept or reject an offer of a loss mitigation option. Plus, in this timeframe, the borrower may file an appeal of a denial for any loan modification within 14 days.
If the borrower submits a complete application for loss mitigation options 45 days or more before a scheduled Sheriff’s Sale, the servicer must send a written notice to the borrower encouraging the borrower acknowledging the receipt of the application within 5 business days. If the application is not complete, the servicer must tell the borrower what additional information and documents must be provided. If the borrower’s application is less than 45 days before a foreclosure sale, the borrower is not entitled to a written notice that their application has been received.
If the borrower submits a complete application 37 or more days before a scheduled foreclosure sale, it will be evaluated for loss mitigation options. The servicer must give the borrower written notice of the decision.
When servicers deny a borrower for a loan modification option, they must give specific reasons for the denial for each available modification option.
Borrowers who sought help before and were rejected may apply again for an evaluation under the new rules. Their complete application must be filed more than 37 days before a scheduled Sheriff Sale.
One key to financial success is lowering your housing costs. Generally, about one third of money spent by the typical household goes toward housing. The less you spend each month on housing, including utilities and other fixed costs, the less financial stress you will feel. You’ll also have more money to save toward retirement or for discretionary “fun” spending.
Refinance your mortgage: Interest rates are still low, and worth taking another look. Use an online calculator to estimate how much you will save over the years. If your current mortgage payment is over 31 percent of your income, you might qualify for a loan modification to lower your payments.
Follow these links to determine if your mortgage qualifies:
Cut your utility bills: Weatherproofing, thermostat settings, landscaping and water conservation can all make a difference. Check out No to Low Cost Actions to Save Home Energy and Money for specific information.
Shrink your homeowner’s insurance costs: Look into paying a higher deductible to save yourself money. Ask about the many discount opportunities you might qualify to receive. Do a comparison shop of three companies. Insurance is necessary and it doesn’t have to be super expensive.
Fight your property tax assessment: If you feel your property tax assessment is too high, or much higher than neighbors with similar homes, you can appeal to your local taxing authority and potentially save for years to come. Generally in Michigan, January or February is the time of the year to submit an appeal request and it is reviewed by a local review committee in March. Check for errors on your property record and prepare your case.
Downsize to a smaller home: If your home is too large for your current needs, consider moving to a less costly residence to save money. A smaller home also could mean big savings on mortgage payments, utilities, maintenance and repairs.
Michigan State University Extension is a HUD-approved housing counseling agency and has many MSHDA-certified housing counselors at multiple county offices to assist you by phone or digitally. Find a staff person near you at mimoneyhealth.org. MSHDA-certified Housing counselors may be located as well.
Americans love caffeine. Whether it’s a steaming, hot cup of java that helps jolt us into the morning, a big cup of diet cola that gets us through the mid-day slump, chocolate to help improve our mood or the chewable/drinkable stimulants that keep us awake for late night driving or studying, we love having caffeine throughout the day.
There has a been a good deal of debate surrounding the health effects of caffeine. Is it safe and how much is too much?
Caffeine has been proven to have some health benefits:
Research indicates that caffeine may help protect human brain cells,
which lowers the risk of developing some diseases, such as Parkinson’s.
Regular cups of coffee may stimulate the gallbladder and reduce the risk of gallstones.
Caffeine causes the blood vessels to constrict, which may help relieve some headache pain.
Coffee reduces inflammation and may help prevent certain heart related illnesses.
Caffeine also has negative effects:
There is a significant association between drinking caffeinated coffee and the decrease of bone mineral density, which leads to osteoporosis.
The daily consumption of caffeinated drinks can increase blood sugar levels and cause problems for people with diabetes.
Caffeine is a diuretic and can cause dehydration.
Caffeine can prevent some from falling asleep and interferes with deep sleep, which can lead to fatigue during the day.
The level of caffeine can vary depending on what is consumed. A piece of chocolate may have as little as five milligrams while energy drinks contain as much as 160 milligrams. Make sure to read the labels of pain medications and diet pills as products can have levels of caffeine as high as 200 milligrams.
Michigan State University Extension recommends moderate doses of caffeine, 200 to 300 milligrams per day, which is equivalent to two to four cups of brewed coffee and is considered safe for most adults. If you are consuming more than 500 to 600 milligrams of caffeine per day, which equals four to seven cups of coffee, you may be prone to health problems including insomnia, nervousness, nausea or gastrointestinal problems, elevated heartbeat, headaches, etc. If you are experiencing unusual side-effects associated with the consumption of foods with caffeine, you should consult your physician.
The following links contain additional information about caffeine:
MSU Extension encourages individuals and communities to adopt healthy
lifestyle choices. For more information about programs that focus on
nutrition, contact your local MSU Extension office.
There are many complications that accompany diabetes. Most of us just worry about what we eat and our blood sugar level, but a person with diabetes, you may run the risk of getting foot ulcers. To avoid this complication, you must check your feet daily. Foot ulcers are sores generally on the bottom of your feet in a weight bearing area. They are sores that do not heal if unattended to. A further complication of this is that open sores affect deeper tissue which can lead to bone and nerve damage, called peripheral neuropathy. Some of the other issues that come with peripheral neuropathy could be poor circulation and hammer toes. Those that suffer from poor circulation and foot ulcers are most at risk, says Steven Kavros, who specializes in vascular wound care at the Mayo Clinic.
With poor circulation, you may not feel an ulcer on your foot, therefore it is extremely important to self-examine your feet daily. If unattended, these sores will become worse and major health risks may become a factor. See a doctor and don’t let the wound go for days without care.
To control the wounds and the development of wounds, a person with diabetes must be proactive and monitor:
blood sugar levels,
kidney disease,
eye disease,
weight,
smoking,
and alcohol consumption.
If any of the above are out of control, your chances are increased of developing foot ulcers that, left untreated, may lead to amputation.
Try these easy steps to prevent wounds:
Check your feet daily. Look for blisters or open wounds and, if you have them, see a doctor immediately.
Wear the correct shoes. Make sure shoes fit properly to prevent damage if you stub your foot. Cotton socks or those made from natural fibers that breathe are better than socks made of man-made fibers.
Take care of your feet. Keep your feet clean and dry them well after cleaning them. Don’t soak your feet for the risk that skin may become easier to tear.
Exercise gently. You must exercise to help control your weight and diabetes. It is always important to talk to your health practitioner with regard to the best exercise for your condition.
Take these practices to heart. If the above tips can help prevent you from losing a limb, then it will give you a better quality life!
Recognizing and understanding typical team member behaviors – both positive and negative – is helpful to understand as a facilitator. These behaviors can affect team development and performance. Members of the team may exhibit these behaviors at varying times throughout the development cycle of the team. It is crucial that the facilitator model constructive behaviors to help the team reach its goals.
Groups that work well together develop a sense of trust, camaraderie and even synergy. In such groups, communication is open and honest, everyone contributes and people are excited about what they are accomplishing. Sometimes people with “challenging behaviors” can derail the work of a group and make synergy impossible. What are “challenging behaviors?” In groups or teams that have a shared purpose and some goals to accomplish, ‘challenging behaviors’ are those that make accomplishing goals difficult. They may distract, disrupt or get the group off track in some way, or contribute to difficult behaviors by either not participating or dominating the conversation.
The University of Wisconsin-Madison offers a Facilitator toolkit called “A Guide for helping groups get results.” The kit offers a comprehensive guide to tools, methods and techniques for assisting groups. The guide explains that sometimes it will be necessary to intervene with a particular individual or an entire team because of behavior or actions during team meetings. An intervention will include any statement, question or nonverbal behavior made by a facilitator that is designed to help the group.
The goal of any type of intervention is to maintain the group’s autonomy and to develop its long-term effectiveness. Eventually, the interventions used by a facilitator should decrease the group’s dependence on the facilitator.
An intervention is never an easy task, so it is important to recognize when to intervene and whether to intervene with an individual or the entire team. There is no set time or tried and true method for when or how to intervene, but the following are methods to deal with two of the most common issues that arise in groups; those that are silent and those that overly talkative.
Silence
Most groups include some people who are timid about sharing their opinions. They may feel unvalued, unsure of themselves or unfamiliar with the topic or process. Alternatively, they may just need time to listen, think, and formulate their thoughts. This may be a problem if they never feel comfortable sharing ideas.
Strategies:
Use an icebreaker that involves a lot of interaction.
Go round-robin in the group whenever appropriate, asking each person in turn to share a comment.
Ask the quiet person specific questions related to his or her expertise.
Distribute cards in advance for written anonymous input.
Give the group a few minutes to think silently before asking for responses to some questions or tasks.
Talkativeness
Some people talk a lot in groups, which may be a problem if they dominate discussions and don’t let others share their opinions freely. This can sometimes cause others to drop out, thus weakening the group and diminishing its chances of success. Getting through an agenda and making decisions can also be difficult.
Strategies:
Establish and enforce ground rules. Some helpful rules are: keep comments brief; balance participation; listen more than you talk; or, you can speak a second time after everyone has spoken once.
Interrupt the talker and offer to talk to him or her more after the meeting.
Put a time limit on each person’s comments for each topic, and enforce it. It may help to ask someone else to be the timekeeper.
Ask people to raise their hands to speak.
Talk to the person privately and explain that you would like to get more people participating.
In a world that tends to be connected at all times, many of us find ourselves too often over-worked, over-extended and over-committed. As an example, think about walking across a college campus. It can be difficult to make eye contact with anyone because many people’s eyes are diverted to devices. We may feel we are connected, however this constant contact can lead to a deep disconnection within ourselves.
How do we get back in touch with our true self? What is the value in reconnecting with our self? Though spending time alone may often have a bad reputation, there is another perspective that says scheduling solitude into your routine can help you reap many benefits and rewards for yourself and those around you.
According to the Journal for the Theory of Social Behaviour, the article “Solitude: An Exploration of Benefits of Being Alone,” defines solitude as “disengagement from the immediate demands of other people—a state of reduced social inhibition and increased freedom to select one’s mental or physical activities.” In studying solitude, research shows there can be numerous positive outcomes to this practice, such as:
Freedom increases with the ability to engage in desired activities.
Creativity strengthens through using the imagination, discovering self-transformation and developing new thought patterns.
Intimacy increases by becoming more self-sufficient, pursuing
passions and maintaining an awareness of strong relationships with
others.
Spirituality can grow when given the space and freedom to question
one’s place in the universe, personal thoughts and/or desires.
While for many of us it is not common practice to schedule time for
solitude, it is crucial that in the midst of our busy lives we allow
ourselves the gift of spending time alone.
Michigan State University Extension defines social-emotional health and wellbeing as the social, mental, psychological and spiritual aspects of an individual’s life across the lifespan. By spending time in solitude, we gain the chance to reconnect with our thoughts, desires and emotions. In turn, the strength of our relationship with ourselves, determines in large part our ability to connect with others in healthy ways.
Visit MSU Extension for more information or community support on improving your social-emotional health and well-being.
For many children, a snow day means time outside. Sledding, building snowmen, making forts and enjoying the freshly fallen snow. However, it is important for parents to exercise caution. Low temperatures can lead to dangerous conditions, and snow play can cause injuries. Michigan State University Extension offers the following tips to keep your children safe in the ice and snow.
Keep an eye on the thermometer. Winter winds can drive temperatures dangerously far below zero. Pay attention to both the air temperature and the wind-chill. While there is not a hard and fast rule about what temperature is too low, most Michigan schools use 0 degrees Fahrenheit as the guide for when to curtail outdoor recess and -20 degrees Fahrenheit, actual temperature or wind-chill, will cause most schools to close.
Layer up. To prevent frostbite, dress children in several layers and be sure their head, neck and hands are covered. Dress infants and toddlers in one more layer of clothing than older children and adults.
Check in on children. Tell children to come inside when they are cold and wet. Children will often want to keep playing outside when they really should come in. Keep checking on them during outdoor play and bring them in when you think they’re done, not when they say they are.
Play safely. Winter play is fun, and children should be outside when they can in the snow. However, it’s important to use caution and be aware of dangers. Children should wear helmets when sledding, skiing, snowboarding and ice skating. It is never safe to sled in the street, even when roads are closed. Do not allow children to dig into deep snow banks or to build snow forts due to risk of collapse. Avoid scarves and strings on hooded sweatshirts that can pose a risk of strangulation. Teach children how to play safely, and then have fun!
Use caution around fire. Fire places, wood burning stoves and outdoor fire pits are cozy and warm, but can pose a risk to children. Always keep a screen around an open flame. Never use gasoline to light an indoor fireplace. Do not close your damper when ashes are hot. If you’ve lost power, make sure your alternative heating sources are safe for use indoors and that you have working fire and carbon monoxide detectors. Regularly check and replace batteries in both fire and carbon monoxide detectors.
Know the signs of frostbite and hypothermia. Frostbite and hypothermia, while both involving cold temperatures, are different. Frostbite is the localized freezing of extremities, where hypothermia occurs when the body temperature is dangerously low. Frostbitten skin, typically on the fingers, ears, nose and toes, will be pale, gray and can become blistered. If you think your child has frostbite, bring them indoors and put the affected area in warm (not hot) water. Signs of hypothermia include shivering, numbness, a glassy-eyed stare and unconsciousness. If you think your child has hypothermia, call 911 and gently move them to a warm location. See the MSU Extension article, “Protect yourself from hypothermia and frostbite while outside this winter,” to learn more about the difference between frostbite and hypothermia, including first aid tips.
Know when to stay in. While it is great to get children outside to play, there is a time when the risks outweigh the benefits. As the polar vortex plunges deep into Michigan and wind-chills dive to -30 degrees Fahrenheit or more, frostbite can begin to set in in less than 15 minutes. Refer to the National Weather Service Wind-chill Chart for a good idea of how quickly cold weather can become hazardous. The elderly and young children are at greater risk. If you must venture out, take a fully stocked cold weather emergency kit with you that includes winter gear for everyone in the car, blankets for each person in the car, hand warmers, water, non-perishable food, road flares, windshield scraper, flashlights, jumper cables and more. Download a printable check list of what to pack in an emergency kit and how to prepare your car for cold weather.
With some precaution and preparation, winter outdoor play can be a lot of fun and provide much-needed exercise for cooped up children on most snowy days. When the polar vortex arrives and it is too cold for school or outdoor play, check out these tips for indoor activities to do with your children from MSU Extension. Stay safe and have fun!
Many Michiganders are helping pollinators by planting flowers that provide nutrition and habitat for our birds and bees. Pollinators across the country are experiencing population declines: annual honey bee losses range around 40 percent, monarch butterfly populations have experienced severe declines and some of Michigan’s native pollinators are becoming endangered, like the rusty patched bumble bee, which was listed as an endangered species in 2017 and hasn’t been seen in Michigan since 2001. A key cause of pollinator decline is a loss of habitat. It is essential to plant flowers and restore habitat if we want to have healthy pollinator populations in our state.
Anyone can provide pollinator habitat by planting flowers, and there are many programs that promote and incentivize planting for pollinators. This year, two organizations expanded their programs to include Michigan, providing seeds to individuals and organizations interested in helping pollinators. Check out the two programs below as well as the resources at Michigan Pollinator Initiative to help establish pollinator habitat.
Project Wingspan collects and distributes seeds for monarchs and the endangered rusty patched bumble bee.
The Pollinator Partnership has joined forces with several organizations and agencies to launch their new initiative, Project Wingspan, and they need your help! The project will be collecting seeds throughout Ohio, Indiana, Illinois, Pennsylvania, Wisconsin and Michigan. They have put a call out for enthusiastic seed collecting volunteers in all six states to help identify and collect milkweed and other common nectar plants. As a seed collecting volunteer, you will be provided with training and will be making valuable contributions to supporting migrating monarchs and the imperiled rusty patched bumble bee.
No seed collecting experience is required, but basic plant knowledge is preferred. Training and seed collection will start in spring 2019, but you can get on the list now. To sign up as a seed collector, email Amber Barnes at ab@pollinator.org with your name, city, state and preferred email address or fill out the online form. You will be added to their volunteer contact list and more information will follow soon.
The Bee and Butterfly Habitat Fund ‘Seed a Legacy’ program provides seeds to landowners for restoration and feeding bees.
The Bee and Butterfly Habitat Fund is a nonprofit dedicated to establishing high quality pollinator habitats. Their Seed A Legacy Pollinator Habitat Program provides a unique opportunity for the managers of private, public and corporate lands to establish high quality pollinator habitat. They develop mixes that are focused on different pollinators: monarchs, honey bees and native pollinators. You can apply to receive seeds for free or for a discount. They have a lot of information on how to successfully establish a habitat, and they have put a lot of work to make sure their seed mixes have high value to pollinators.
Spatial awareness, also known as geometry, includes knowing about shapes, space, positions, directions and movement. All children need opportunities to play with blocks and puzzles. To help teach the concept of spatial awareness with young children, use puzzle and block play vocabulary as your child plays: above, below, in front of, next to, rectangle (all shapes), rhombus, edge, corner, face and side. “The block that is red is above the block that is blue.”
Playing with puzzles helps build spatial awareness skills. A child is required to determine which piece goes where and then manipulate the piece to get into the shape. Puzzles also help develop problem-solving skills by recreating patterns.
Use math talk: “Jason went under the climber and Suzie is on top of the climber.” “You are sitting next to the dog/cat/your sister.” “Some of the blocks are round and some of them are triangles.”
Play with shape sorters. Talk with the child about the color and number of sides.
Have the child crawl through a tunnel or be in a space where they can see both ends.
Play games like “Pat-a-Cake” and “This Little Piggy.”
Play with puzzles with knobs.
Boys and girls need exposure to blocks. Girls may play differently with blocks, but it is very important that all kids have access to blocks. It will be the foundation for success in future geometry classes.
Other resources from the National Association for the Education of Young Children:
No one is great at something the first time they try it. Success comes from hard work, practice and, yes, even failure. When young children are learning to walk they have to fall down again and again and again in order to master the balance they need to stand upright (and even then, they will still fall down). When learning to feed themselves, tie their shoes or master long division, children have to try, practice and learn from their missteps and try again in order to master their new skills. You can help your child learn from their failures and use those failures to work towards great successes.
Encourage your child to take risks and try new things. Trying new things can be scary, especially if we are worried that if we try, we will ultimately fail. Give your child encouragement to try things outside of their comfort zone, and attempt things they might not be good at right away. By taking risks and trying new things, your child can overcome their fear of failing and learn that when you take risks, you learn so many new things and practice new skills.
Emphasize your child’s efforts. Not every effort will result in success. When your child is trying to draw a unicorn for the first time, it likely won’t be a perfect picture. This may be discouraging for your child, but try focusing on emphasizing their efforts. You can talk about their work they put into the project, “You worked so hard on this drawing. You tried something new, you did your best! I’m proud of you for working so hard!” Remind your child that great things happen over time; even famous artists start with a rough draft.
Teach problem-solving skills. Failure often makes us feel stuck and can make someone feel like giving up. Teach your child that through hard work and effort, you can work to solve problems. If they are trying to learn a new skateboarding trick and they just can’t seem to pick it up, help them think about what they can do to solve their problem. Is there someone who knows that trick who can help them? Can they watch a video on YouTube that will help them figure out what they need to do differently? Help your child think about what they can do to keep working and trying.
Value hard work. Show your child that you value hard work by noticing it happen all around you. Notice those who work hard around you and in your child’s life. Point out the construction workers who are working hard in rain to repair the roads. Write a thank-you note to your mail carrier who works extra hard during the holiday season to help deliver gifts and goodies. Showing gratefulness and appreciation for those that work hard will show your child that hard work is to be valued.
Engage in self-praise. When children hear you praise yourself, they learn to do the same. Show off your hard work and that you can be proud of yourself for not giving up on tasks that are hard. When you work hard, say out loud, “I’m so proud of myself! I was having a hard time figuring out how to fix the TV, but I kept trying and I did it! Go me!”
Help your child adopt a growth mindset. Show your young child that making mistakes and failing is normal and something that happens to everyone. It means you tried something new. Failure doesn’t mean an ending—it’s just the beginning. You can teach your child to be a hardworking problem solver that can turn their failures into successes.
For more articles on child development, academic success, parenting and life skill development, please visit the Michigan State University Extension website.
To learn about the positive impact children and families experience due to MSU Extension programs, read our 2017 impact report. Additional impact reports, highlighting even more ways Michigan 4-H and MSU Extension positively impacted individuals and communities in 2017, can be downloaded from the Michigan 4-H website.
Any adult or youth who has participated in an interview can recall the ever-popular question, “Tell me about your strengths and weaknesses.” But how do youth gain insight into those characteristics without on-the-job experience and feedback from superiors? The Real Colors personality inventory can be a helpful tool for youth to explore their personality traits and potential individual strengths and weaknesses.
Real Colors is an assessment and training rooted in the work of well-known social science researchers including Carl Jung, Isabel Myers, Katharine Briggs and David Keirsey. The Real Colors personality inventory uses self-assessments to break down personality types into four basic color groups, making the tool easy to teach and remember in future applications. The training helps youth and adults discover their primary “colors,” each associated with a personality type, and gains insight into areas their personality type may excel or struggle in their work in groups. The training is conducted over the course of two hours to a full day and is carried out by trained instructors.
By participating in a training, youth and adults gain perspective about the tasks they may consider easy in their lives, but present challenges to others based on the way others think or approach the task. For example, organizational skills and meeting deadlines may come naturally to some people, but others may need to work harder at achieving the same results. Likewise, some people can read and analyze numbers or see how a problem fits in with a broader context, while others may not draw those connections as easily. Similarly, some people excel in groups and teamwork, and others prefer to work alone.
Understanding what makes individuals unique can help groups identify individual strengths and areas that they could improve. It also provides perspective into how individuals participate as part of a team. Michigan State University Extension educators are trained in facilitating the Real Colors personality inventory, appropriate for adults and youth. Contact your local MSU Extension office or the 4-H Leadership and Civic Engagement Work Team at 4-hleadership@msu.edu for more information.
With the aging of baby boomers, chances are there will also be an increase in the number of informal caregivers. Michigan State University Extension recognizes that caring for an aging parent may seem like a natural progression of life; however, many are ill prepared to deal with the social, emotional, physical and financial decisions that will arise. If you’re caring for a loved one, a family caregiver meeting can help you navigate the many decisions that need to be made.
If you are making these decisions on your own (for example, if you are an only child), then your scope of consulting would mostly fall between you and your parent. It may be helpful to include a social worker, your care receiver’s medical care providers and perhaps their religious advisor. The final decisions, however, are up to you and your parent.
If you have siblings, your decision-making circle is much larger and has the potential to be highly emotional. It may include a variety of opinions and be loaded with family relationship baggage. Siblings can be a major source of support and a major source of stress. Not everyone thinks alike or has the same amount of time or talent to devote to caregiving. For these reasons, you may want to consider having a family caregiver meeting. A family caregiver meeting can help you work on specific problems, give people a chance to share thoughts, make a list the needs of your loved one and opens discussion about who can best fill those needs and how.
Whom you invite depends on your own family dynamics. You may want to consider being more inclusive rather than being exclusive. You may assume someone is not interested or involved enough; however, that person may end up being someone who really has the time and would love to pitch in. More hands tend to make less work. If possible, be sure to include your loved one, as they are the expert on their thoughts, wishes and needs. If relationships with your siblings are typically contentious, you may want to invite a social worker or religious leader to help mediate.
A caregiver family meeting should not be much different from staff meetings at work to address tough issues or lawyers meeting to discuss a plea bargain. Both situations have the potential to be emotionally charged. However, the difference is in the planning. Imagine a lawyer going into a plea bargain meeting unprepared, with no notes, no facts, and just relying on raw emotion. You could be almost sure their client would not be getting the best representation that they need or deserve. A lawyer or a boss goes into a meeting at a set date, time, place with certain people invited. There is an agenda, rules of communication to follow, there is productive discussion, notes are taken, decisions are made, and subsequent meetings may be scheduled. Caregiver family meetings can be run the same way.
Whether you have no siblings or many, a planned and organized caregiver family meeting can help you all make the best decisions possible for your loved one. For more information about caregiving, you may wish to consider signing up for a Powerful Tools for Caregiver class. During six lessons, groups of caregivers explore and share tools for focusing on self-care in order to be able to provide the best care possible to a loved one. To find a class near you visit www.msue.msu.edu and search for Powerful Tools for Caregivers. You can also call your local Michigan State University Extension Office to inquire about starting a class in your area.
“I love you too much to deny you the privileges of making mistakes.” – Kathy Lee Gifford, The Gift That I Can Give.
If your goal as a parent is to protect your child from getting hurt or avoid confrontation, then you are parenting from a fear-based perspective. This can create anxiety for a child attempting to explore their world and learn from their mistakes. It is difficult to let “stuff happen”, as a parent’s natural instinct is to protect their children. We don’t want our children to feel distressed so we protect them. However, is parental protection worth missing out on some of the valuable life lessons a child can learn when they are given the opportunity to explore and make mistakes on their own?
When children are able to process their emotions related to good or bad decisions, parents may not need to say or do anything else. Instead of jumping in and protecting children, learn to trust natural consequences to do much of the teaching for you. Dealing with frustration is a building block for coping skills in life.
When you constantly remind your child what to do, such as pack their backpack or put their dishes in the sink, you are teaching your child they are not capable of being responsible without you telling them what to do. This parenting technique will not teach your child to respect themselves or develop necessary confidence skills to be successful later in life. When we allow our children to attempt something new and fail at a young age, the consequences are far different than when they make a similar mistake later.
For example, allowing them to negotiate on their own for a turn on the swing or deciding to do something against the rules of the school just because they want to be liked by their friends are both scenarios that will teach valuable lessons for the future. The worse possible outcome is they are sad because they did not get a turn on the swing or sent to the school office for a few hours of detention. Next time—and there will definitely be a next time—they will be a better negotiator or able to stand up to their friends and say “no” when they are making bad decisions. These lessons would not have been learned if a parent or caregiver was hovering and guiding their child’s every move.
Fast forward when they are 18 years old and have not developed a strong sense of self because they have been protected their whole life. They may get into a bad situation where the outcome is much more severe and possibly has life-altering consequences.
While it is hard thing to witness, when we allow a child to fail frequently early in life, they will build strong resiliency skills that will allow them to deal appropriately with letdowns and sticky situations in the future. According to pediatrician Dr. Jennifer Cunningham, young children are more resilient than we think and cannot grasp the gravity of situations like adults can and don’t dwell on things to the same extent.
When a child makes a mistake, help them reflect the situation as well as the part they played in the scenario. Focus on the moment they made a decision to participate or make a bad choice and discuss alternative options that would have had a better outcome. We want our kids to feel equipped and competent. It can be a great feeling for parents when they feel they have raised young adults who are responsible, trustworthy and resilient.
Michigan State University Extension suggests helping the child process their decision by asking what happened, how it happened and why it happened. In the future, they will think about this process, make better decisions and take responsibility for their actions. It will encourage them to think things through next time. With some thoughtful, compassionate guidance, we can turn unhappy events into a valuable learning experience that will help the child make better decisions in the future.
To learn about the positive impact children and families experience due to MSU Extension programs, read our 2017 impact report: “Preparing young children for success” and “Preparing the future generation for success.” Additional impact reports, highlighting even more ways Michigan 4-H and MSU Extension positively impacted individuals and communities in 2017, can be downloaded from the Michigan 4-H website.
In our modern culture of endless choices, food waste has become a hot topic among food policy advocates and environmental officials. According to the Food Waste Alliance, about 80 billion pounds of food are tossed in American landfills each year, which contributes to increased greenhouse gas emissions and billions of dollars wasted. If aggregated into one giant heap, this amount of wasted food would fill the Rose Bowl Stadium, which would make for a pretty pungent football game!
Fortunately, the USDA and EPA have teamed up in an effort to cut U.S. food waste in half by the year 2030. While this goal addresses over half of the food waste in landfills, it fails to address the nearly 50 percent of food waste generated by residential and consumer sectors. Therefore, it is important to recognize the steps we can take to reduce food waste. Below are five easy strategies for repurposing and revitalizing food right in your home kitchen. Such creative, simple solutions can help reduce personal food waste while consequently stretching your food budget!
Look for inner beauty. When shopping for fruits and veggies, do not judge a book by its cover! Just because produce might look odd or unconventional, it is still as delicious and nutritious as its more traditionally shaped peers. Oftentimes these ugly veggies are deemed inedible by shoppers and left to rot in the store and eventually thrown away. Save the ugly produce! Reserve bizarre fruits for smoothies and jams. Chop up peculiar veggies for soups, stews, sauces and salads. You can oven roast them, or feature them whole in a crudité. More and more companies, such as Imperfect Produce on the West Coast and Hungry Harvest on the East Coast, are hopping on the ugly produce bandwagon. Additionally, super markets such as Walmart have started discounting misshapen produce to lessen their food waste footprint. While such systematic initiatives have not yet sprouted in Michigan, take it upon yourself to be an ugly produce hero and rescue these poor edible outcasts. For more ugly inspiration, follow @UglyFruitandVeg on social media.
Create a broth bag. This genius idea from The Kitchn.com gives purpose back to all those vegetable “odds and ends” and redirects them into flavor-boosters for soups, stews, stocks and sauces. When cutting up your vegetables, save those nubs, cobs, ends and tops and freeze them in a container or freezer bag for a later use. Otherwise demoted to the garbage heap, these odds and ends are filled with optimal flavor potential. For a decadent, next-level soup, add your leftover hard cheese rinds to the broth bag and freeze.
Preserve your herbs. Chop your leftover herbs and freeze in ice cube trays topped with a bit of olive oil. Once frozen, pop them out and store in freezer bags for a later use. Drop cubes into sauces, soups, stews or any other time you are in the market for an herb-infused olive oil.
When in doubt, make pesto. Pesto is traditionally a sauce made with basil, parmesan cheese, olive oil, pine nuts (or walnuts), garlic and lemon. Get creative by using kale, carrot tops or beet greens along with or instead of the basil.
For all other food scraps, compost. You have heard of composting. You know, that cyclic concept of conserving all of your food scraps, coffee grounds, egg shells, peels and skins and turning them back into fertile soil for future growth. Though it sounds idyllic, it is oftentimes associated with smelly, rotting food, which can be a major barrier for those considering composting. Services such as Organicycle and other similar programs aim to eliminate that barrier and make composting about as hassle and smell-free as it gets with curbside pick-up for a low cost, and for those ambitious gardening folk out there, Michigan State University Extension offers programs and resources to manage your own compost pile!
We can all do our part to reduce food waste. Just employing a few of these tricks can cut back on your residential waste and might even save you a buck or two! For additional resources on food waste reduction, head to MSU Extension.
Loss can mean many things. It can come in many forms and possibly be the loss of a loved one, a pet, a house due to a fire or of a family due to a divorce, just to name a few.
Everyone experiences and copes with a loss differently and children are no different. Depending on the developmental stage and age of the child, the responses will vary. Preschool children usually see death as temporary because they see the cartoon characters on television die and come back to life. Children 5 and older think more like adults about death but still feel it will not happen to them or people they know.
Young children may feel that the death is their fault. They may also act younger than they are, need extra attention and cuddling, make unreasonable demands and possibly wet their beds. Children of all ages may have nightmares, be irritable or show anger towards surviving family members. Additionally, older children may withdrawal from others, have a drop in academic performance, be distracted, unable to focus, have memory problems, profound sadness, experience loneliness and depression and irregular sleep and appetite patterns.
A child should never be forced to attend a funeral. Discover other ways to honor or remember a loved one. Some possibilities include planting a tree, lighting a candle, writing a story about that person, looking at photographs or telling stories. In addition, allow the child to decide how they would like to be comforted and greeted at a memorial service and funeral. Respect the child to decide if they would like to give or receive a hug or kiss, a high five or not be touched at all. Adults assume that a hug or kiss will comfort a sad child, but it absolutely needs to be the decision of the child.
When talking to children about death or loss, be direct and simple. Use words such as “died” or “death” or the “body has quit working” instead of “passed away” or “went to sleep”. Children are literal thinkers and may be afraid to go to sleep as a result. Allow them to take a break from grieving. They will not grieve continuously and will need opportunities to laugh and play. It’s OK to laugh. It doesn’t mean they aren’t still grieving the loss. Also, with a hurtful loss there is really no such thing as closure. Whether it is the death of a loved one, pet, family unit, house, etc., they will remember the situation for the rest of their lives.
Children will eventually process, learn to cope and are able to move on with their lives. Encourage them to remember in a way that works for them. One way to help is for adults to validate a child’s feelings and comments. Let them know it is OK to feel sad, mad, afraid, confused or lonely and that, possibly, you do as well sometimes. Avoid saying “you have to be brave this time of year”, “everything will be OK”, “I know how you are feeling”, which will only repress their feelings and keep them from expressing their feelings to you now and in the future.
Finally, as an important person in a child’s life, remember to take care of yourself and your well-being as well. It is OK for children to see your tears and to feel your pain. Ask them for a hug when needed. It allows your children to know it is OK to feel emotions and ask for comfort. If being around your child or other family members is too much, take a break and allow others to spend time with them. Care for yourself by eating, exercising and sleeping well. Grief can come in waves and be overwhelming at times. You cannot take care of others if you are hurting yourself. Give yourself a break when it comes to committing to extracurricular activities, cleaning the house or feeding the family home-cooked meals every night. Accepting help is a good lesson for young children to learn for the future.
During this time, everyone’s life may be in chaos. Young children need structure but at the same time change will happen, and change is good. They thrive on rituals and traditions but those will change as well. Make new traditions, talk about the future in a positive way, and share specific, good memories of the person, pet or life that has been lost.
Young children are naturally drawn to books. When children listen to a book, they are in the beginning stages of learning to read and also hear words that are quite different from the spoken language. According to Reid Lyon from the National Institute of Health and Human Development, approximately 20 to 30 percent of children have difficulties learning to read. In addition, 15 million children do not have access to any sort of reading materials. In order for children to be successful readers, they need daily exposure to books, have caregivers or parents speak to them on a continual basis throughout the day, recognize letters of the alphabet and know the parts of a book including the role of the author and illustrator.
Struggling to read can be embarrassing for children, which can lead to unmotivated young students with low self-esteem. In the long term, many of these students end up dropping out of high school in part due to reading difficulties.
So what skills does a child need to learn how to read? Reading requires phonemic awareness, phonics, reading fluency and comprehension skills. Not one of these skills is more important than the other. (For more information, see International Literacy Association.) Learning to read is not a natural process and requires a lot of practice and exposure.
There are some common signs to look for when children are struggling to learn to read. These include but are not limited to:
Struggling to recite the words they are reading.
Starting and stopping frequently when reading.
Not really knowing the content they just read when asked about it.
Having a difficult time understanding simple directions and following routines.
Easily distracted.
Their fine motor skills are slow to develop and have difficulty holding a pencil and picking up small objects.
Avoiding storytelling and circle time.
If difficulties are determined in kindergarten or first grade and the child receives intervention services at school, many children can learn to read. A child is learning to read until the end of third grade at which time instruction makes a big shift to reading to learn at the beginning of fourth grade. In fourth grade, there is very little reading instruction and children are reading to learn in their classes.
Every year, all students in Michigan take an assessment on what they know and are able to do. For children in grades third through eighth, they are given the Michigan Student Test of Educational Progress, or M-STEP. Only half of Michigan third graders performed at or above in the English Language Arts section of the M-STEP. As a result, Michigan passed a third grade reading law to ensure all children are proficient in reading by the end of third grade. Students that may not pass may have to repeat the third grade. The third grade reading law requires school districts to come up with an improvement plan to help students who are struggling. More information is available at the following resources:
Michigan State University Extension recommends talking and reading to children as much as possible. One of the ways to do this is to describe the colors and features of things you see throughout the day. Pointing out the yellow bananas at the grocery store or the green leaves on the tree, or mentioning the soft shirt they chose to wear to school are all simple ways to increase word exposure for your child. This is called “thinking aloud” when we talk about what we are doing and why. The more words a child hears, the more words they will learn and use. Learning experiences should be engaging and fun to keep a young child’s interest.
To learn about the positive impact children and families experience due to MSU Extension programs, read our 2017 impact report: “Preparing young children for success” and “Preparing the future generation for success.” Additional impact reports, highlighting even more ways Michigan 4-H and MSU Extension positively impacted individuals and communities in 2017, can be downloaded from the Michigan 4-H website.
