February 2014 Founded in Fullerton in 1962
Vol 52, Issue 1
YSC is now on Yelp! Please go to this YELP LINK
and post a review of our program.
Judy Dominguez Memorial Scholarship Fund
Judy Dominguez will be remembered for the thousands of
YSC students who took her model rocketry and Starlab planetarium classes over the past 20 years. Her knowledge and ability to inspire students were unmatched.
A Judy Dominguez Memorial Scholarship Fund has been created to assist deserving students whose families cannot afford to participate in
our summer and afterschool classes. Fundraising goal: $2,500.
If you would like to make a donation in any amount, please
send a check to Youth Science Center, P.O. Box 5723, Hacienda Heights, CA 91745.
Please write Scholarship Fund in the Memo Field. All donations are tax deductible.
Tell your friends about the YSC and
get a $25 class credit for each
family you get to sign up
for the 2014 summer program.
You will get
the credit when the family registers
for the 2014 summer program.
The credit is good for 1 year.
This summer's program will be held from June 9 to July 11 at Wedgeworth School.
Please send your e-mail address to [email protected] to be notified when the program is available online.
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This heightened visibility will assist us in getting financial support!
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| At its January 27 Board Meeting, the YSC Board elected Dr. Ta Siu to fill an unexpired term ending in 2016.|
Ta has a doctoral degree in electrical engineering and is the founder of ElectroMed Systems, a company involved in the design and production of medical diagnostic test equipment.
Nominated to continue on the board were Ron Chong, Vicky Soong, Derek Rojas and Philip Teders.
Nominated for office were:
President Ron Chong
Vice President Jeff Parriott
Secretary Ted Ebenkamp
Treasurer Philip Teders
Elections will be held on April 28, 2014 at the YSC Annual Board Meeting at
the City of Industry
City Hall at 5 pm.
Chino, January 31. After a nearly 2 year hiatus, the YSC's digital Starlab returned with a series of programs for 180 parents and students at Cal Aero Preserve Academy's Astronomy Night. Instructor Lyle Majeska prepared a special program which included a segment on Chinese astronomy in honor of the Chinese New Year. For information on bringing Starlab to your school for either during class room time or evening shows, contact the YSC at (626) 854-9825.
Corporation announced that the YSC will receive a $3500 grant for
after school STEM classes. This is a continuation of generous support received from
Union Pacific starting in 2009. Thank you UP for making this possible.
New for this summer will be classes on 3D Printing for Grades 5 and up. Students will use SketchUp to put together a design and have it printed out on a 3D Printer. Interest in 3D printing has taken off in the last few years but the cost was prohibitive until now, with models on the market for below $1,000. The 3D printer we will use is one made by ROBO3D, a startup company in San Diego.
2012 YSC Alumnus of the Year Dr. Dalton Cheng with wife Wei and son Julian,
who is 6 months old when this picture was taken on Chinese New Year 2014. Dalton is looking forward to having Julian take YSC summer classes!
CONGRATULATIONS to Carla Magana who received a scholarship to attend St. Johns University in New York this fall. Carla is a senior at Los Altos High School, and will pursue a doctorate in Behavioral Psychiatry.
She attended YSC summer classes and was later a student volunteer. She told her mom Maria that she
has another 13 years of schooling ahead of
LYLE MAJESKA to undergo hip surgery. To the many members of the Lyle Majeska Fan Club, you will have to wait until 2015 to take his classes in model rocketry and electronics. Lyle will be having hip joint replacement surgery on both hips and we wish him a speedy and successful recovery. Lyle was our 2012 Teacher of the Year.
ALL IN THE FAMILY. Former Wedgeworth student and YSC volunteer Elizabeth Fuentes stopped by for
a visit with mom Evelyn Fuentes at the YSC on February 8.
Evelyn is our Saturday staffer.
Elizabeth is a junior at UC Riverside
majoring in biochemistry. She is thinking of switching to biology and teaching it in high school.
|Student Uncovers Complete Duck-Billed Dinosaur Fossil|
To those who have been
on our field trips to the Raymond C. Alf Museum know what an excellent collection of dinosaur fossils discovered by students of the Webb School which are on display. Following is a recent story on another of their great discoveries.
It was an unlikely encounter in the middle of the desert. Kevin Terris was a high school senior from a boarding school in Claremont, Calif., with dreams of a paleontology career. Joe was a toddler stuck under a rock. For 75 million years.
Terris, 22, now can take credit for finding the most complete specimen of a young duck-billed dinosaur, called a Parasaurolophus. The extremely rare fossil of the 1-year-old plant eater could reveal how the extinct hadrosaurid developed its odd horn-like protruberance during its lifetime.
"It's important as the
youngest, the smallest and also the most complete skeleton known for Parasaurolophus," said Andrew Farke, curator of the Raymond M. Alf Museum of Paleontology, on the campus of the Webb Schools
in Claremont. "The fossil tells us a whole lot that we didn't know before about how these things evolved and grew their really bizarre headgear."
For the entire Los Angeles Times story, click here.
| NASA Exploration Design Challenge for K-12 Students|
Submission Deadline March 14, 2014: Students can start their space career today! The Exploration Design Challenge by NASA helps students to research and design ways to protect astronauts from space radiation. NASA and Lockheed Martin are developing the Orion spacecraft which will carry astronauts beyond low Earth orbit and on to an asteroid or Mars. Protecting astronauts from radiation on these distant travels is an important-and very real-problem that needs solving. NASA would like your help! Find materials for the Exploration Design Challenge lessons, activities, experiment and design challenge at the link below. Register your school and when you've completed the challenge, include
students' names: we'll fly the name of every completed student on the Exploration Test Flight 1 (EFT-1)!
Click here for the NASA design challenge website.
Above: The Orion low Earth orbit spacecraft
|Even Gifted Students Can't Keep Up -- In Math and Science The Best Students Fend For Themselves|
| New York Times Editorial|
December 14, 2013
In a post-smokestack age, there is only one way for the United
States to avoid a declining standard of living, and that is through innovation. Advancements in science and engineering have extended life, employed millions and accounted for more than half of American economic growth since World War II, but they are slowing. The nation has to enlarge its pool of the best and brightest science and math students and encourage them to pursue careers that will keep the country competitive.
But that isn't happening. Not only do average American students perform poorly compared with those in other countries, but so do the best students, languishing in the middle of the pack as measured by the two leading tests used in international comparisons.
On the 2012 Program for International Student Assessment test
, the most recent, 34 of 65
countries and school systems had a higher percentage of 15-year-olds scoring at the advanced levels in mathematics than the United States did. The Netherlands, Belgium and Switzerland all had at least twice the proportion of mathematically advanced students as the United States, and many Asian countries had far more than that.
Other tests have shown that America's younger students fare better in global comparisons than its older students do, which suggests a disturbing failure of educators to nurture good students as they progress to higher grades. Over all, the United States is largely holding still while foreign competitors are improving rapidly.
Federal, state and local governments and school districts have put little effort into identifying and developing students of all racial
and economic backgrounds, both in terms of intelligence and the sheer grit needed to succeed. There are an estimated three million gifted children in K-12
in the United States, about 6 percent of the student population. Some schools have a challenging curriculum for them, but most do not.
With money tight at all levels of government, schools have focused on the average and below-average students who make up the bulk of their enrollments, not on the smaller number of students at the
top. It is vital that students in the middle get increased attention, as the new Common Core standards are designed to do, but when the brightest students are not challenged academically, they lose steam and check out.
Analysts and scholars have studied international trends and identified the familiar ingredients of a high-performing educational system: high standards and expectations; creative and well-designed coursework; enhanced status, development and pay of teachers; and a culture where academic achievement is valued, parents are deeply involved and school leaders insist on excellence.
But raising the performance of the best students will require the country to do far more. Here are a few recommendations:
The federal and state governments should support education of the gifted more aggressively. The federal government provides very little money to educate gifted students
and state financing is spotty, with many states
leaving it to local school districts. The states face a loss of federal funds if students don't reach minimum proficiency levels, but they are given no such incentive to propel top students to defined standards of excellence. The federal government should require schools to monitor and improve the performance of their gifted students, backed up with financial incentives. Only eight states track the academic performance of gifted students as a separate group.
More money could help create a corps of teachers trained in identifying and teaching highly talented students. Many such students are never identified because of assumptions that overlook minority and low-income students. Currently, only three states
require their general education teachers to have some type of training in gifted education and only 17 states require teachers in programs for the gifted and talented to have a credential for gifted education.
Fewer than 45 percent
of the nation's public secondary schools offer Advanced Placement courses, which inject extra rigor and are intended to prepare students for more challenging work in the first year of
college. That's not enough, especially because the courses are increasingly popular when they are offered. At the same time, a disturbing number of the exams taken by A.P. students received failing scores in May
- from 38 to 43 percent in biology, physics B, calculus AB, statistics and chemistry - suggesting that too many students are not being prepared adequately and taught well.
In past years, the College Board, which administers the program and the exams, has been justifiably criticized for requiring too much rote learning of a broad range of facts, and too little time for in-depth study, lab work or creative ventures. But now the board is beginning a drastic revision of its courses and exams, which will focus on the most important core concepts of a subject and leave more room for students and teachers to become more creative.
These courses are often missing in rural areas, which lack enough talented students and qualified teachers. It's a perfect opportunity to take advantage of high-speed Internet service, making use of online materials and video learning to bring expertise to the most distant schoolhouses.
Early College Admission
The ultimate form of radical acceleration is to let extremely gifted students enter college at a young age. The University of Washington has long allowed
a select group of seventh and
eighth graders, none older than 14, to skip high school entirely and enter a one-year "transition school" in which they live at home to ease the social adjustment while taking courses on campus taught by an experienced faculty. The courses include physics and precalculus along with English, history and ethics. In the following year, transition-school graduates become regular full-time students.
Follow-up surveys have found that these early-entrance students do well academically and socially compared with regular students and with other talented students who have not skipped high school. Most acquire graduate degrees and some found their own start-up companies. A more modest approach used in some communities allows gifted students to take some courses in nearby colleges while still in high school.
In addition, SAT tests that are typically used as college entrance exams could be administered to some students before age 13 to identify who might easily jump ahead to a high school class in a particular subject. A few of these precocious students might be what researchers call the "scary smart," whose reasoning ability, as measured by math or verbal SAT scores, puts them in the top 1 in 10,000 for their age group.
A pioneering study
has followed a cohort of those extremely smart students for 25 years. It found that they have made outstanding contributions to advancing scientific and medical knowledge, earning tenured professorships, developing software, receiving patents, and serving in leadership positions in Fortune 500 companies and in technology, law and medicine. Such students could easily do the academic work in a high school class while remaining with their age peers in other subjects, or could explore real-world learning through
internships and apprenticeships, potentially for school credit. The cost would be minimal. No need to hire or train new teachers or write new curriculums. Just add another student to an existing classroom.
Rena Subotnik, director of the Center for Psychology in the Schools and Education at the American Psychological Association, along with several colleagues, has suggested
gifted students receive psychological coaching from well-trained teachers and from mentors outside the school system, to strengthen their ability to handle stress, cope with setbacks and criticism, take risks to achieve a goal, and compete or cooperate with others as needed. Such skills are often as important as brain power to achieve success. She has also proposed that the main goal of gifted education should be to produce not just experts but individuals who will make pathbreaking, field-altering discoveries and products that shake up the status quo.
There is little reliable evidence on the best ways to educate gifted students; much of what exists was produced by programs promoting their own success. Federal agencies should finance careful, unbiased studies of many of the programs in use: specialized schools for science,
engineering and math students; courses for gifted students within a regular high school; enrichment programs in the community; after-school mentoring by local scientists; summer programs for high school students at leading universities; and in-depth research projects under the guidance of outstanding high school or professional mentors. There is no shortage of good ideas, but proof that they work - along with the money and will to back them up - remains lacking, a disservice to the students on whom the future depends.
|Coffee Does Not Stunt Kids' Growth|
Many parents, on special occasions, let their children drink Coke, Pepsi, or other sugary drinks. Most parents would never consider letting their kids drink coffee.
The reason why one caffeinated beverage is allowed, and the other forbidden? Because everyone knows, of course, that drinking coffee stunts the growth of children.
As much as we hate to give argumentative kids more ammo in undermining their parents, we love dispelling cherished scientific misconceptions. Despite decades of research into the effects of coffee drinking, there is absolutely no evidence that it stunts kids' growth.
That said, there isn't strong evidence that coffee doesn't
stunt growth, simply because the long-term effects of coffee on children haven't been thoroughly studied (in part, presumably, because it'd be hard to find a parent willing to make his or her kid drink coffee daily for years at a time). There has, however, been research into the long-term effects of caffeine on children, and no damning evidence has turned up. One study followed 81 adolescents for a six-year period, and found no correlation between daily caffeine intake and bone growth or density
Theoretically, the closest thing we do have to evidence that caffeine affects growth is a series
on adults, which show that increased consumption of caffeinated beverages lead to the body absorbing slightly less calcium, which is necessary for bone growth. However, the effect is negligible: The calcium in a mere tablespoon of milk, it's estimated
, is enough to offset the caffeine in eight ounces of coffee. Official NIH recommendations
state that, paired with a diet sufficient in calcium, moderate caffeine consumption has no negative effects on bone formation.
But if the whole coffee stunting growth idea isn't rooted in science, where did it come from? Shrewdly calculated advertising.
A 1933 Postum ad outlining coffee's dangers for children-including how it "hampers proper development and growth." Image via wjm2234.com
"From the very beginning of people drinking coffee, there have been concerns that it was bad for you, for one reason or another," Pendergrast says, noting that coffee was banned for health reasons as far back as the 1500s, in Mecca, and in 1675, by King Charles of England
Modern concerns about coffee' health effects in the U.S. can be traced to C.W. Post
, an 1800s-era food manufacturer most well known for pioneering the field of breakfast cereal. He also invented a grain-based breakfast beverage called Postum
, advertised as a
caffeine-free coffee alternative, that was popular through the 1960s (and is still in production
Even after Post died in 1914, his company's ads continued their attack on coffee, highlighting its effects on youth in particular and marketing Postum as a kid-friendly hot beverage
. Postum's ads claimed that that coffee should never, under any circumstances, be served to children
, for a number of reasons-it made them sluggish, irritable and sleepless, it robbed them of "rosy cheeks and sparkling eyes," it led to failing grades and, as the 1933 ad above claims, "it hampers proper development and growth."
Over time, it seems, the belief that coffee is unfit for children-and, specifically, that it stops them from growing-slipped into the country's cultural consciousness and took root, despite a total lack of scientific evidence.
Happily, Postum is now mostly forgotten, and coffee reigns. Virtually all of coffee's supposed ills have been debunked-including the idea that coffee stunts growth. On the whole, scientists now believe
that the health benefits of drinking two to three cups of coffee per day (a reduced risk of developing dementia
and heart disease
) outweigh the costs (a slight increase in cholesterol levels
, for instance).
Then there are the more prosaic problems that could result from giving kids coffee. "My biggest concern is that caffeine is addictive," Pendergrast says. "And there is a lot of evidence that if you're addicted, and you don't get your caffeine, you suffer quite exquisite headaches, among other symptoms
The only thing worse than a caffeinated child? An addicted yet caffeine-deprived child, suffering from a splitting headache, clamoring for a much-needed cup.
Reference: Smithsonian Magazine, December 2013
Remote Video Cameras Show Wildlife in the Sierras
|A set 15 of video cameras are mounted at various locations in this preserve 25 miles northeast of Fresno in the foothills of the Sierras. In the daytime the cameras are operated remotely by personnel so you can see eagles and other wildlife that live there. At night time 9 cameras are operating although you won't see much activity except hearing the resident dogs barking and truck traffic on the nearby highway. See the action at Eaglecrest here.|About Eaglecrest:
Founded in 1992, Eaglecrest is a 200-acre private estate named for the Bald and Golden Eagles that live there. Eaglecrest provides a home for many different kinds of wildlife, including owls, deer, coyotes, mountain lions, racoons, opposums, skunks, rattlesnakes, gopher snakes, king snakes, water snakes, leopard lizards, blue-belly lizards, and skinks.
Eaglecrest's founder, has a deep and abiding interest in wildlife. In addition to preserving ponds and wild spaces on his estate, he and his staff work with Fresno Wildlife Rehabilitation
to treat, rehabilitate and return injured and ill birds of prey to the wild. To date, Eaglecrest has rehabilitated Red-Tailed Hawks, Cooper's Hawks, Red-Shouldered Hawks, Swainson's Hawks, Great Horned Owls, and a Golden Eagle. The Eaglecrest rehabilation center includes a 20x30 flight cage and mews (a cage for hawks).
A local hatchery provides day-old chicks,
augmented with squirrels caught by the estate's Black Lab and White German Shepherd.
For the public's education and enjoyment, Eaglecrest Estate in 2011 partnered with the world renowned Raptor Resource Project of Decorah, Iowa, and with Ustream, to install several live, 24/7 streaming video cameras at a Red-Tailed Hawk nest. The first event-filled season saw the nest nearly destroyed by a windstorm; only to be later taken over by a fascinating pair of Canada Geese. The camera site became a popular sensation in its first season with over 1.3 million visitors from around the world. For 2013, the Eaglecrest Wildlife Site has been expanded to thirteen cameras which now cover the Home Nest (Canada Geese), a Barn Owl nest, two Red-Tailed Hawk nests, and the entire area . . . around the clock, every day.
| Record Number of Freshman Seeking Admission to Berkeley|
More than 73,700 high school students are seeking admission to UC Berkeley's 2014-15 freshman class. That's about 6,000 more than last
year, a 9 percent increase, marking another record year for applications.
Transfer applications grew as well, with more than 16,570 students seeking admission, up about 4 percent from the previous year. With transfer applications included, the total number of applicants adds up to more than 90,000 students.
| Post-graduate Degrees Still Payoff in the Workplace|
| San Gabriel Valley Tribune|
January 26, 2014
Note: Several years ago Senator Bob Huff spoke to the Wedgeworth School 4th and 5th graders. He told them that going to college and getting a 4-year BS/BA degree is not going to be enough. They need to plan on getting at least a Master's degree in order to get a good job.
An education is an investment in your future, and there's never been a better time to return to college, whether its to finish your bachelor's degree or earn a post-graduate degree.
In fact, more jobs and industries now require employees to have an advanced degree, and many advanced degrees prove to be worth the money. A graduate degree can also help when it comes to a career change.
"In the past, a graduate degree was limited to areas like education and clergy. It was always doctors and
lawyers. What has really changed over the last 30 years is many more people with graduate degrees are going into business and private industry. The earnings of graduate degree holders have gone up tremendously because of that," said Stephen Rose, a senior economist with Georgetown University's Center on Education and the Workforce.
In May of 2011, the center released a study called, "What's It Worth? The Economic Value of College Majors."
The study showed that on average. over their lifetime college graduates earn 84 percent more than their high-school educated counterparts.
The study also showed that graduate school leads to increased earnings across every discipline.
Among the 15 fields of study analyzed, the median earnings of people with a graduate degree were on average 38 percent higher than those who only had a bachelor's degree in the same field.
For graduate degree holders, the
extent of the benefit varied, with the highest earnings being in the fields of
biology and health care. Biology and life science majors were found to earn 70 percent more with graduate degrees than those with bachelor's degrees in the same field.
Other data backs up the fact that a graduate degree pays off -- literally.
According to the U.S. Census Bureau, the average worker with a master's degree will net an additional $10,000 or more per year over those with only a bachelor's degree; those with a higher degree earn more.
"Graduate skills are high level skills," Rose said. "This does help shift you into a higher paying job."
Rose suggested it's best for people seeking an advanced degree to get started within five years of earning their bachelor's, before they have too many other major life responsibilities..
Still, employed people can -- and do -- successfully return to graduate school while keeping
Employed students attempting to balance school, careers and family obligations should evaluate their commitments and goals, and seek support from friends, family members and their employer, college officials say. Part-time graduate programs and online degree programs are great options for working students.
| API Testing Suspended, May Be Gone Forever|
Real estate agents use them to tout the desirability of neighborhoods. Parents monitor them to choose schools. Principals live and die by them.
But Academic Performance Index scores, the cornerstone of the state's accountability system in K-12 education, are expected to take a two-year sabbatical beginning this year. And when the API scores return - assuming they do - they'll be a markedly different beast. What form they will take is a big unknown.
This could come as a rude awakening to the California public, which has
become almost as familiar with the term "API" as Americans have long been with acronyms like GPA and P.E.
For the complete Tribune article, click here.
Connection Makes Everything Brighter
Special to The Antenna
Who and or what are you connected to?
Connection can mean many things in our lives. Connection to people, things, the creator, ourselves, etc...
Connection to Ourselves -
When we are in tune with ourselves, we can feel more, understand what is going on inside our hearts, and also aware of our needs. We can use our hearts to navigate through the world by being in tune
with the world around us. Let our heart take us to what feels right, to the space where our body, mind and soul need to be healthy.
You are what you say, think and act upon. Our lives are made up of what we choose it to be. If we focus our mindset on positive and productive thoughts, we will be led in that direction. When our thoughts are constantly negative, then we attract exactly that;
negative. It is important to ask and think about where you would like to envision your life.
Realize that you don't need to search for things to make you happy. Happiness is an inner peace. It is a reflection of a life full of love, focus, presence, and seeing things at face value. Focus your attention on things that inspire, broaden your mind, and bring warmth to your heart.
Connection with People/Community -
When we think of connection with people it brings another word into play; Community. Community has a vibrant draw in life. Community helps you know you are not alone, you can seek help from others, work together to make things better, comfort one another, and feel love.
Be open to the world, to people you don't know, and to all your family and friends. When you are open, you invite new opportunities, ideas and peace into your life. When we feel gratitude for all the people in our lives, we will feel fulfilled. People are put in our lives for a reason. We can learn from those around us, be inspired, and lift each other to heights we desire. Our achievements can only be better with a strong support system.
Connection to the Creator -
When we are in connection with the Creator it helps keeps us centered. It helps us realize that no matter what happens, the Creator already has a plan for us. We are where we are supposed to be at this time. If we take time each day to have quiet time to reflect, have gratitude,
become grounded, and silence, we can reach a connection with the Creator that centers our being.
Connection with Food -
Food is comforting and gives us the vitality we need to function. When we think of our connection with food, it is about making choices that nourish our bodies. The food we put in our body should create a healthy being that is able to have energy, and make us feel good.
What types of foods make the body feel best? Foods like salads, vegetables, fruits, freshly made juices, smoothies, beans, nuts and grains. When we eat this way, we will eliminate ailments that might be holding us back to a life full of health. If we stay away from processed foods, sugars, white products, and eat what is organic and has not been processed, our bodies will thank us.
When we prepare our food with care, love and passion to create a healthy meal, our food tastes that much better. When we put love in our cooking/preparing it fuels our bodies with the nutrients it needs.
We can connect with our food and our children at the same time. Create a meal with your child. Have your child help you get all the ingredients out, and take the time to prepare the food together. Talk about what benefits each ingredient has, and why we should fuel ourselves with whole foods. This will bring a closer bond with you and your child, and also show your child how important preparing healthy food is for our bodies.
Try this recipe with your kids. They are bound to love a healthy gluten free cookie.
· 2 1/2 Cups of Almond Flour
· 1/2 Teaspoon Baking Soda
· 1/2 Teaspoon Sea Salt
· 1/3 Cup Shredded Coconut
· 1/3 Cup Coconut Oil
· 1/4 Cup Agave
· 2 Tablespoons Cold Milled Golden Flaxseeds
· 8 Tablespoons Water
· 1/2 Cup Enjoy Life Semi-Sweet Mini Chocolate Chips - Gluten, Dairy, & Soy Free
1. In a large bowl add the dry ingredients - Almond Flour, Baking Soda, Sea Salt and Shredded
2. Mix well.
3. In a medium size bowl add the wet ingredients - Coconut Oil, Agave, Flaxseeds and Water.
4. Mix well.
5. Add the wet ingredients to the dry ingredients.
6. Mix well.
7. Add in the Chocolate Chips and mix well.
8. Cut a piece of parchment paper and put it on a baking sheet.
9. Scoop the dough with a tablespoon and place dough 1-2 inches apart on parchment paper.
10. Cook at 350 degrees for 12-15 minutes or until golden brown.
11. Serve and Enjoy.
12. *Use Organic Ingredients if Available
Jennifer Tukhi - Founder of LivingJen
54th Annual Hillcrest Festival of Fine Arts, February 21, 22 and 23, 2014
Come celebrate the 54th Annual Festival of Fine Arts Feb. 21-23, 2014. Over 200 artists display and sell their artwork in a family-friendly, fun atmosphere. Hours are 10:00 am - 5:00 pm Friday and Saturday, and 11:00 am - 5:00 pm Sunday. Free admission and parking! 2000 West Road, La Habra Heights, CA 90631.
Los Angeles Lantern Festival, Saturday, March 1, 2014 at 425 North Los Angeles Street in Downtown LA.
Noon to 10 pm. This event marks the closing of the Lunar New Year festivities. Community booths, live entertainment, music, arts and crafts and food trucks. FREE ADMISSION.
Arts and Crafts Workshops are being held the 1st Saturday of every month at the Galster Park Nature Center, 1620 Aroma Drive, West Covina, CA 91791. The March theme will be bird
houses. This is for all
ages and the event is free.
Schabarum Park Cherry Blossom Festival, Saturday March 8, 10 am to 4 pm. Ethnic dancers, Tai Chi, live band music, education booths and food. The YSC will have hands-on activities. At Azusa Avenue and Colima Road in Hacienda Heights. $6 parking fee.
EarthDay 2014, Saturday April 12 at the Sanitation District's Parking Lot. 10 to 2 pm. 1955 Workman Mill Road, Whittier 90601. Over 50 green exhibitors. YSC will have takeaway projects and a showcase featuring out EcoVoices program. There will also be Reclamation Plant Tours, Music and
Dance Performances; Face Painting. Parking in the Crossroads Parkway North parking lot, east of the
SanDist event. Come join us for the fun! Click here for the EarthDay flyer. FREE ADMISSION.
48th Ag District News
SAVE THE DATES:
May 13 to 17 -- The 2014 Schools' Agriculture and Nutrition Fair; the theme is "Grape Expectations" March 10 - Deadline for fair entry forms.
The Fair Exhibitor Handbook, entry form and ID tags should be available soon. Check online at www.agfair.org .
May 14 and 15 -- Ag Day LA for 3rd and 4th graders. Mandatory registration at www.agdayla.com .
Read the latest 48th Ag September-October 2013 newsletter here.
The 48th DAA office is located at Building F10 Farm Road, Mt San Antonio College Campus, 1100 N Grand Avenue, Walnut 91789. They have a wide variety of agriculture resource materials available to teachers. Teachers who receive the materials agree to have their students participate in the annual fair in May at the Fairplex in Pomona. Phone (909) 274-2433 for more information.
Midbrain Activation Training Can Improve Student Performance
| We learned about the Midbrain activation training program for kids 4 to 14. This program can vastly improve concentration, memory retention and efficiency. Other activities for eye and hand coordination help kids to do better in sports. The mental exercises include meditation breathing, brainwave enhancement, concentration breathing and meditation finger exercises. Weeklong and weekend classes are available at locations in Diamond Bar, Irvine and El Monte. For more information phone 888-998-6988 or visit www.midbrain.com.|
Free Online Tutoring Resource Available
A new online tutoring resource is available for students in grades K-8. This Anaheim-based nonprofit has over 600 qualified tutors to give one-on-one assistance in
math, language arts and science. Parents of interested students need to contact www.learntobe.org and register and schedule an online session.
|Use ShopforMuseums.com For Your Online Christmas Shopping
The Youth Science Center is participating as a Museum Partner with ShopforMuseums.com. As a Museum Partner, anyone shopping online with their favorite national retailers can have a portion of their purchase directed to the Youth Science Center at no additional cost. ShopforMuseums.com is nationally recognized with hundreds of Museum Partners across the country. Whether you are in the market for books, office supplies, apparel, gifts, travel reservations, home improvement, school supplies, toys, electronics, flowers or gourmet food. You name it, the place to start is at ShopforMuseums.com!
Participation is simple and secure. To designate a portion of your next online purchase to (YOUR MUSEUM NAME HERE), simply:
Click on (YOUTH SCIENCE CENTER).
Then just click on the link of the store you want to visit and go about your shopping. Stores are organized by categories.
The percentage of your purchase will be tracked automatically as long as you begin each time at ShopforMuseums.com.
Please use ShopforMuseums.com each time you shop online and spread the word to friends and family. THE YOUTH SCIENCE CENTER appreciates your support.
Shopping for Back-to School supplies? Remember to use the ShopforMuseums.com online shopping portal and support us with FREE DONATIONS on each purchase you make!
College students, access great deals on dorm supplies, computers, textbooks and laptop bags.You can even support us when you even rent a vehicle to get your gear to school!
Need uniforms, art supplies, sneakers, laptops, backpacks and school supplies for your younger students? Shop your favorite stores- Old Navy, Gap, Sears, Dell, Staples, Walmart and hundreds more. Plus find exclusive savings.
Simply visit ShopforMuseums.com, select the Youth Science Center to receive a donation, then click through on any of the store links and do your shopping like you normally would. Once you check out, a percentage of your purchase amount becomes a free donation to the Youth Science Center. Thanks in advance for your support!
|Donate Your Used Vehicle to YSC|
Ecology Auto Parts will pick up your vehicle for free and give you cash value at pickup time. Use this money to make a tax-deductible donation to the YSC. For a quote from Ecology, click here.
Visiting the Hacienda Heights Youth Science Center
The Youth Science Center operates a hands-on science center in Hacienda Heights in Room 8 of Wedgeworth Elementary School. (Map)
Since 1984, visitors have enjoyed our free-of-charge science center.
The Youth Science Center is open Tuesday and Friday from 12:00 P.M. to 3:45 P.M., and Saturday from 11:15 A.M to 3:00 P.M. during the school year starting in September. Call
for information on the opening date.
Visiting guests can also enjoy the Youth Science Center store, which is stocked with various science related materials. For more information regarding the Youth Science Center please call (626) 854-9825
|YSC Tee-Shirts Available|
The YSC logo with the slogan, Inform, Instruct, Inspire are available for purchase.
The blue and yellow logo can be ordered in red, white, blue and grey materials. Sizes
available are children's S-M-L-XL and adults S-M-L-X-XL-XXL-XXXL. Cost is only $10.
Size XXL and XXXL are $3 extra. This is a fundraising project for the YSC. Prices are
for pickup at the YSC office. Tees can be mailed for $3 each for shipping and handling.
To order: Send a check for the amount to YSC, 16949 Wedgeworth Drive, Hacienda Heights,
MISSION STATEMENT OF THE YOUTH SCIENCE CENTER>
The mission of the Youth Science Center is to inform, instruct, and inspire people of all ages and backgrounds to discover the excitement of science and technology by employing programs and exhibits that promote inquiry learning through interaction.
The official newsletter of the Youth Science Center is published February, April, June, October and December. The Youth Science Center was founded in 1962 in Fullerton. The Hacienda Heights branch was established in 1984. The Youth Science Center's Tax ID Number is 95-2273238.
YSC Board of Directors: Youth Science Center Staff:
Chairman: Ron Chong Museum Director: Judy Chong
Vice-Chairman: Jeff Parriott
Treasurer: Philip Teders Summer Director: Phyllis Vandeventer
Secretary: Ted Ebenkamp Summer Registration: Caroline Weatherford
Members of the Board of Directors: Star Lab Instructors: Patricia Smith and Lyle Majeska
Dee Rathman Vicky Soong Museum Aide: Evelyn Fuentes and Theresa Fabros
Derek Rojas Drexel Smith Member at Large: Rolin Soong, Manuel Serrano, Liz Lin,
Ta Siu, Ph.D. Phyllis Vandeventer Kim Bach, Pat Smith
Program Development Officer: Dr. Richard Shope
Project Manager: Diana Padilla
Project WET Instructor: Patricia Allaf
Store Purchasing: Vicky Soong
Grant Writing: Teri Malkin, Richard Shope and the GraceGroup
Antenna Editor: Ron Chong
Bookkeeping: Edy Au and Vicki Lee
Circulation this issue: 1,395
YSC Website www.youthsciencecenter.org supported and funded by Ryan Gagajena of My Web Design Source