Congratulations, Students of the Month!

Congratulations to Zane Clifford and Sarah Tillusz!  These students have made tremendous efforts this month to Room 27 and to DPS and we are happy to acknowledge thier leadership.

http://youtu.be/qzA89vZig9A

Zane in action!

Gr 8 Steak Night

There were a few prizes not claimed on Saturday night:

Butterfly Condo (yellow ticket) # 581392

TJ's Pizza gift certificate (yellow ticket) # 581438

50/50 draw worth $225 (red ticket) # 377439

Please contact the school office 791-8580 if you have these tickets!

Remember to...

1)  Bring permission forms for Douglas Park track meet on Tuesday.

2)  Bring Farewell Photo order forms.  Re-takes can be arranged through Murray Roisin at Cornerstone photography (in-studio).

Math Test on Wednesday April 20

How to Study:

Review questions p. 424
#3 ab, #7, #9ab, #15 abc

For the test:
1)  Know advantages / disadvantages of each kind of graph.
2)  Know ways that graphs can be misleading.
3)  Be able to graph some given information using graph paper.
4)  Find the probabilty of an even with:
                      a)  Spinners
                      b)  Marbles

Identity

Identity formation relates to how individuals develop their personal identity and personality. Psychologist Erik Erikson extensively describes the formation of identity. Erik Erikson's theories of development state that identity formation is formed the most during adolescence when children are growing and maturing. While Erikson started the theories, it is psychologist James E. Marcia who identified four stages of identity formation wherein adolescents and adults form their personal identity.

1.  Identity Diffusion

o    In Marcia's theories, identity diffusion is the stage at which adolescents are not yet making choices or commitments. This is the stage when the child is not yet aware that he needs to make choices or commitments and instead does as he is told. Generally, the identity diffusion stage of identity formation is blind obedience to what the children or adolescents are told rather than what they believe.

Identity Foreclosed

o    The foreclosure stage of is the time when adolescents become aware of choices, but are not yet ready to make a personal choice. Instead, the adolescent tries to conform to the expectations of others. For example, an adolescent whose parents decide she will become a doctor might have the goal of becoming a doctor due to the expectations rather than personal wishes. This is the stage where the individual has not yet faced any crisis in identity.

Identity Crisis

o    The identity crisis, which Marcia also called a moratorium, is the stage of identity formation when there is exploration of various potential options and the adolescent is unsure of which path to follow. This is the time when an adolescent or young adult is starting to deal with having choices and recognizing that he might not want to follow the expected path. Typically, this is a time when the adolescent might follow several paths and try out different activities and lessons to find the best for personal enjoyment. A commitment is not yet made during this time.

Achievement

o    Achievement is the final stage where the decision is made and the adolescent or young adult is prepared to move into their personal path. The adolescent makes a conscious choice and identifies with the choice.She then starts working toward achieving the goals she has made and accepts herself as an individual.

Bottled Up

Alcoholism is a family disease. In spite of all the celebrities who

talk freely of their battles with alcohol, there is still little public

understanding of the effect that compulsive drinking and other

addictions have on families.

The Children of Alcoholics Foundation estimates that there

are seven million children under 18 living with an alcoholic

parent. These parents are unable to meet their child’s needs for

love, stability, care, and guidance most of the time. Not only

are children emotionally at risk because of the addicted parent,

but they are affected by the anxieties and helplessness of any

non-addicted members of the household as well.

Typically, most drinkers, like other addicts, deny they have

a problem. The family becomes involved in a conspiracy of

silence. Children learn to deny what they see and hear, to ignore

what they feel. They may brag and lie to peers to cover up for

what goes on at home and for things they lack. They feel jealous

and resentful of children who come from less troubled homes.

Children of alcoholics typically are isolated with their confusion,

guilt, anger, and anxiety. They are fearful of bringing friends

home, never knowing what they might witness. They don’t

talk to outsiders because of shame and guilt.

Experts identify four roles that children often take on to

survive in an alcoholic home. The hero or responsible child

learns at a young age to take responsibility for themselves

as well as the household. They tend to be organized and do

well, masking the turmoil they suffer inside. The lost child or

adjuster is pliable and undemanding, adapts to chaos, shrugs

off broken promises, hypercriticism, and abuse. The mascot

or clown attempts to be the peacemaker, feeling responsible

for the pain of the family. The scapegoat is a troublemaker who

often acts out in self-destructive ways and is most likely to be

the one identified as in need of services.

Where can they get help? Al-Anon is a fellowship of

relatives and friends of alcoholics who share experiences and

help families of alcoholics. Alateen, part of Al-Anon, is for teens

who have been adversely affected by someone else’s compulsive

drinking. Alateen teaches young teens the facts about alcoholism

in order to help them accept the addiction as a disease and to

realize that they are not responsible for the parent’s drinking.

They discuss common problems and experiences. It helps them

overcome denial and recognize how they feel—lonely, angry,

frustrated and frightened. It makes them see that they have been

asked to shoulder responsibilities inappropriate for their age.

Bottled Up

in helping a teen overcome the devastating effects of an

alcoholic family.shows how friends can be a positive influence

Fight!

Violence (physical fighting) is the major cause of intentional

injuries among adolescents, especially in urban areas. Violence

is the second leading cause of death for all 15-to-24-year-olds

and is the leading cause of death for black youths. Non-fatal

violence is less easily measured, yet it is thought to occur at

higher rates than homicide.

Acquaintance violence is violence between people who

know each other. Fighting is the type of violence that most

frequently and directly affects students and it is the type of

violence they can do the most to control.

Adolescents are prone to violence for several reasons.

First, their extreme self-consciousness makes them ultrasensitive

to embarrassment and unable to ignore verbal attacks.

Young adolescents are likely to feel that their entire sense of

self-esteem depends on the outcome of a particular conflict.

Also, boys go through a stage of extreme macho behavior as

they establish their sexual identity. Alcohol and drugs increase

the chances that a conflict will result in violence.

Adolescents are also influenced by the media which

glamorizes violence and aggression and presents them as an

acceptable way to resolve disputes. Another factor in violence

among teens is their immaturity in handling anger. Anger is a

normal reaction to rejection, disapproval, disappointment, or

frustration. Poverty and racism intensify frustration and anger.

Anger creates tension or stress, producing adrenaline that

prepares the body for fight or flight. We often think that striking

out or running away are the only choices in a conflict, but often

there are other options.

Fights don’t just happen. According to Deborah Prothrow-

Smith, M.D., author of “Violence Prevention: Curriculum

for Adolescents,” there is always a history to the relationship

in which certain ways of relating are established. A conflict

escalates. There is a provocation or confrontation. The fight

begins when there is an act of aggression, an attempt to

harm someone.

Helping adolescents to understand the risks of violence

and to learn healthy ways of handling their own anger as well

as anger toward them promotes the concept that violence is

preventable. In addition, learning to cope with bad feelings

and troublesome emotions builds self-esteem and successful

patterns of problem solving.

Congratulations, Students of the Month!

Congratulations to Kellodi Biermann and Casey Hoornick, Room 27 Students of the Month!  Way to go!

To our South Korean pen pals!

https://docs.google.com/present/edit?id=0AeyokR5QvqBHZGQ3N25tcHRfMGY3cXQ0bWZi&hl=en&authkey=CJqukeQL

Moose Jaw Trip!

We are heading to Moose Jaw on Thursday, March 10 to visit the Tunnels of Moose Jaw and the Western Development Museum.  This is to supplement our Social Studies unit on Canadian Immigration.

Parents, please kindly ensure that your student has a returned permission form and the fee to the school by Monday, March 7.

We look forward to a wonderful day! 

Eggbert

 

 

 

 

 

 

 

 

 

 

 

 

 

The stereotype of teen fathers is that they are self-centered,

selfish, and unreliable. However, research shows that young

fathers go through the same emotional struggle and confusion

that young mothers do. Contrary to the popular image, they

want very much to do the “right” things, such as maintaining

their emotional commitment to the mother, providing financial

support, and choosing not to abandon their babies.

But the odds are against them. Service providers may

ignore a teen father’s feelings. The girlfriend’s family may

be hostile. The father is usually left out of decisions such as

whether or not to carry the baby to term. He may not be told

when the baby is born or that the child has been adopted. His

own family may pressure him to withdraw from the situation

or “buy” his way out of it. He rarely has the financial or

emotional resources to act on his good intentions.

Social service programs that include teen fathers help

them to stay involved, become competent fathers, and accept

the consequences of their actions. These programs enhance

the young adolescent’s moral development.

As children grow older, their moral standards and values

change. A young child’s ideas of right and wrong are based on

the desire to win approval and avoid punishment or criticism.

In adolescence, moral standards are no longer solely determined

by self-interest but increasing by general principles and abstract

values such as justice and fairness. Adolescents consider the

intent as well as the consequences when judging whether an

act is right or wrong.

Moral conduct is influenced by the ability to reason, the

ability to consider long-range consequences, the ability to

control one’s behavior, and the ability to empathize with others.

Parents and peers are also important influences.

Moral feelings, such as pride or guilt, are emotional reactions

to our own behavior. People do not always behave in ways

that are in line with their own sense of what is right or wrong.

Inevitably, when a person betrays his or her own moral code,

self-respect suffers. People that hurt others have a hard time

liking themselves.

 

 

Anti-Bullying Day

http://www.youtube.com/watch?v=t1Y7qpiu2RQ

Unrest in the Middle East

http://www.cnn.com/2011/WORLD/meast/02/21/mideast.africa.unrest/index.html?iref=allsearch

http://jp.reuters.com/news/video?videoChannel=200&videoId=188630235

http://news.sky.com/skynews/Home/World-News/Middle-East-Unrest-Bloody-Clashes-Between-Protesters-And-Police-Claim-Dozens-Of-Lives/Article/201102315936935

Balfour Collegiate Registration Time

Two Options:

1) Focus 9

A more traditional approach to Grade 9, this program offers students a more structured way to approach school.

MUST CHOOSE:
* Mathematics 9
* Science 9
* Phys Ed (either girls or boys)

CHOOSE 2 of:
* Practical and Applied Arts (Welding, Auto, Construction, Cooking, Sewing)
* Fine Arts (Dance, Drama, Visual Art, Music, Fusion)
* French

MAY ALSO CHOOSE:
* Noon Hour Band
* Noon Hour Choir

2) Choice 9

An interdisciplinary, project-based program which will see students spend their morning in a small supportive communtiy of learners where creativity and choice are the focus.


MUST CHOOSE:
* Mathematics 9
* Science 9
* Phys Ed (either girls or boys)

MAY ALSO CHOOSE:
* French
* Noon Hour Band
* Noon Hour Choir

Please complete the following page as well and kindly REMEMBER TO SIGN THE FORM!!

Families are invited to Balfour Collegiate for an Open House and to Meet the Staff on

Thursday, February 17.

Please return registration forms to DPS by Friday, February 25.



Parent's Night

Background Information

In 1981, 1.3 million children (approximately 2 percent of the

population of U.S. children) were living with adoptive parents

who were not blood relatives. Of the adoptions that occur

annually, approximately 40 percent are older or special needs

adoptions, and 40 percent are foreign adoptions.

Adolescence can be a tough time for any teenager. In

moving from childhood to adulthood, all teens must assume

the sometimes arduous task of developing their self-concept,

or self-identity. The question of whether adoptees have more

difficulty developing positive identities during adolescence

is controversial. Some experts believe that self-discovery for

adopted teenagers may be complicated by a lack of information

about their birth families. As a result, these adoptees may

have difficulty integrating their disparate pasts into solid

identities; uncertainty about their origins may lead to confusion

and doubts about self-worth. However, others argue that the

number of adoptees with identity conflicts is small but appears

large because most research is based on adoptees already

in therapy.

At the very least, adoptees clearly have some additional

factors to consider in developing their self-concept. They

have more people to identify with and more people to separate

themselves from. In addition, they may have less information

about these people than other teenagers. Transracial or

transcultural adoptees may have an even harder time during

their adolescent years. Not only do these adoptees have two

sets of parents, but also dual ethnic backgrounds to consider

in developing their sense of self.

When adoptees reach adolescence they may experience

some feelings of rejection and confusion over being adopted.

In the majority of these cases, teens are interested in knowing

why they were placed up for adoption, but are not necessarily

interested in meeting their birth parents. Indeed, many

adoption experts believe that a reunion at this time may not

be advisable. For one thing, a face-to-face meeting with the

adoptee’s birth parents can be a highly emotional experience

and teenagers already have enough emotional ups and downs

to deal with. In addition, it may be confusing for teenagers

to establish a new relationship with a parent figure at a time

when they are in the process of breaking away from their

parents. However, many young people may choose to search

for their birth parents when they are older and more secure

with their own identities.

Check out this great MSN video: Anger swells in Cairo following Mubarak speech

Check out this great MSN video: Anger swells in Cairo following Mubarak speech

High School Open House Dates

Here we are!  Time to decide which school to choose after we bid Farewell to Douglas Park.  The High schools are now offering evening Open Houses to help families make this decisions.

Tonight:  Campbell Collegiate Open House, 7 pm
Feb 17 - Balfour Collegiate Open House, 7 pm
Feb 23 - Cochrane Open House, 7 pm

Registrations for each of these schools will be due at the end of February to DPS and then we will forward them on to each of the schools (including those not listed here).

Each school will then offer a "Spend a Day" session for those students who have registered in their school.  These sessions will be in March and April.

If you have any questions, please contact Ms Little at melanie.little@rbe.sk.ca and I can help you find some answers.

Way to go, Students of the Month!

Congratulations to our January Students of the Month who are:

-Brendon Geis
-Tyne Carter

These students join Hayley Woodman, Stasia Wisniewski, Donovan Sim, and Danielle Pelletier as recipients of the Room 27 Student of the Month award.

Who will be next?!  Watch for the announcement at the end of February!

It's Late...

Background Information

The North American teenage birth rate is among the highest in the world.

An estimated 1 million teens become pregnant each year and

approximately 30,000 of these pregnant teens are under 15

years of age. While 400,000 pregnant teens opt for abortion

each year, another 600,000 decide to give birth. Nine out of

ten of the teens who give birth want to keep their babies.

Although teens represent only 18 percent of fertile women

in this country, they have 46 percent of out-of-wedlock births

and 31 percent of all abortions. Studies show that six out of ten

16 to 18 year-olds and one out of three 13 to 15 year-olds have

had sexual intercourse. Alarmingly, nearly six out of ten sexually

active teenagers do not use any form of birth control.

Misinformation is the primary cause of unintended teenage

pregnancy. Although teens want to get detailed, accurate

information about sex, few parents and few schools actually

provide them with this information. Recent surveys show

that only one-third of U.S. secondary schools offer any form

of sex education and only 39 percent of such courses discuss

contraception.

Most parents shy away from discussing birth

control with their children because they fear that discussing

it is tantamount to condoning sexual intercourse for their kids.

In response to this lack of information from reliable sources,

it is not surprising that teens turn to their peers to fill in the

gaps. Unfortunately, the information provided by peers tends

to reinforce the myths and misperceptions about sex that

lead to unintended teenage pregnancies.

Protests in Egypt

The 2011 Egyptian protests, also known popularly as the Days of Rage and the Lotus Revolution, are an ongoing series of street demonstrations, marches, rallies, acts of civil disobedience, riots, and violent clashes that began in Egypt on January 29, 2011.  The protests began with tens of thousands marching in Cairo and a string of other cities in Egypt. While localized protests had been common in previous years, the 2011 protests have been the largest demonstrations seen in Egypt since 1977, drawing participants from a variety of socio-economic backgrounds and faiths.


Egyptian protesters have focused on legal and political issues including police brutality, state of emergency laws, lack of free elections and free speech, and corruption, as well as economic issues including high unemployment, food price inflation, and low minimum wages. The primary demand from protest organizers is the end of the Hosni Mubarak regime, and a new government that represents the interests of the Egyptian people, and respects rights of freedom and justice. In response to mounting pressure Mubarak announced he would not seek re-election in September.


At least 105 protester deaths had been reported, but some claim the number could be as high as 300.   The capital city of Cairo has been described as "a war zone," and the port city of Suez has been the scene of frequent violent clashes. The government imposed a curfew that protesters defied and that the police and military did not enforce. The presence of Egypt's Central Security police, loyal to Mubarak, has been gradually replaced by largely restrained military troops. In the absence of police, there has been looting, and in response civilians have self-organized watch groups to protect key sites.

Big Douglas Park Girls' Basketball Victory!

The Douglas Park girls basketball team posted its second league play victory Wednesday after school with a 45-25 win over the Connaught Cougars.  Way to go girls!!  LOVED the in-bounds play!!  It was magic.

Smokescreen

Degrassi Junior High

Rick joins the environmental action committee to impress Caitlin. Meanwhile, Yick would rather make up a family history for a project than tell the class he is a boat person.

What happens to teen smokers? - Live Well - NHS Choices

http://www.intelihealth.com/IH/ihtIH/:/22017/24554/339536.html?d=dmtContent

Current Events - The Sudan

http://www.youtube.com/watch?v=Nf2hM3xoI0A

CLASSROOM READY MONTHLY NEWS • FEBRUARY 2011 Level 2

Sudan Poised for

Historic Vote

Get ready to update your

atlases—the map of Africa

is about to change.

This January, the largest

country in Africa, Sudan, held a

historic referendum. The citizens

of southern Sudan are voting

on whether to remain a part of

Sudan, or separate and form

a new, independent country.

U.S. President Barack Obama

hailed the vote as a “new chapter

in history.” He called it an opportunity

for a peaceful solution to a

confl ict that has resulted in “50

years of civil wars that have killed

two million people and turned

millions more into refugees.

The vote was agreed to as

part of a peace deal that ended

Sudan’s most recent civil war

back in 2005. The country has

had a long history of confl ict

between the mostly Muslim

Arabs living in the north, and the

mostly Christian or animist

peoples in the south. The south

Sudanese have faced decades

of deep poverty, and many have

complained of mistreatment by

the government, based out of the

capital of Khartoum in the north.

Although he hopes that Sudan

remains a united country, Sudanese

president Omar al-Bashir said

he would honour the outcome if

the people vote for separation.

“We are a civilized people,” he

said. “Regardless of how painful

the results are, we will greet

the result with forgiveness, and

patience, and acceptance, and

an open heart, God willing.”

Although the vote began on

January 9, it will take until February

14 before the results are announced.

That is because the vote

was held over a one-week period,

and after that it will take another

four weeks to collect all the ballots

and count them. The extra time is

necessary because south Sudan is

a large region with very few roads.

For the referendum to be valid,

at least 60 percent of the 3.8 million

registered voters in the south

must participate. Most observers

believe that the south Sudanese

will vote for separation. If that is

the result, more work will have to

be done. That is because then both

sides will have to decide how they

will share oil revenues, where the

new borders will lie, and whether

people will be allowed to have

citizenship in both countries. As

well, it is expected that as many

as 2.5 million people will fl ood

across the border so that they can

rejoin families and be a part of

the country of their choosing.

Did you know?ID YOU KNOW?

Canada has sent more than

400 peacekeepers to Sudan since

the civil war ended in 2005.

Saskatchewan Edition

© 2011 Classroom Ready. All rights reserved.

Hey Grade 8s!
Welcome to our blog!

Ms Little's Top Ten Reasons that we will blog...

1. Blogs provide a virtual announcement board for important messages about homework, assignments, deadlines, and more.
2. Students can communicate with their teachers and other students through a blog. This is especially helpful for shy students who might not otherwise reach out.
3. Students have a larger audience when they blog. If the blog is public, they are potentially writing for a global audience. This knowledge may empower them and their work.
4. Blogs can be used to encourage discussion anytime — whether in or outside of class.
5. Teachers can learn more about Web 2.0 tools and become more comfortable and familiar with them through the practice of writing a blog.
6. Teachers can build their professional learning network through blogs by connecting with other experts and learning about new tools in their field.
7. The increased transparency will build trust and rapport with parents and the community.
8. Blogs can help students develop and hone literacy skills.
9. Blogs allow for multimedia interaction. Students can post pictures, videos, links, and more.
10. Blogs are FUN!

Good luck!  I look forward to you sharing your thoughts!
-Ms Little

Selective Attention Test

Let's see who is watching...