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FEBRUARY 2014 Christy Turlington Burns and “Every Mother Counts” Princeton Public Schools Superintendent Stephen Cochrane The iPad as Teacher and Educational Compass


From Little League to the Big Leagues - Kids Sports Kids Health: Common Winter Woes

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Christy Turlington Burns, visiting Haiti in 2013 on behalf of the organization she founded, Every Mother Counts.

Photograph courtesy of Every Mother Counts

february 2014

Contents: 4 Standing UP for Mothers everywhere: Christy Turlington Burns and “Every Mother Counts” Interview by Lynn Adams Smith

8 The French American School of Princeton: French Education with an American Twist By Taylor Smith Photography by Marie Lavigne-Goulet

10 Q&A with Princeton Public Schools Superintendent Stephen Cochrane

14 The  iPad as Teacher and Educational Compass By Taylor Smith

18  K  ids Health: Common Winter Woes By Elizabeth Hartman

19  Shopping! Never Neverland By Taylor Smith




Jorge Naranjo art director

Jeffrey Edward Tryon GRAPHIC DESIGNER

Matthew DiFalco


20 From Little League to the Big Leagues Interview by Lynn Adams Smith Photography by Frank Wojciechowski

Interview by Lynn Adams Smith Photography by Assenka Oksiloff

lynn adams smith Elizabeth hartman taylor smith

ADVERTISING DIRECTOR Robin Broomer senior ACCOUNT MANAGER Jennifer McLaughlin ACCOUNT MANAGERS Sophia Kokkinos Susan Panzica Jennifer Covill OPERATIONS MANAGER Melissa Bilyeu

PRINCETON Magazine princeton family Witherspoon Media Group 305 Witherspoon Street Princeton, NJ 08542 P: 609.924.5400 F: 609.924.8818 Advertising opportunities 609.924.5400 Media Kit available on Subscription information 609.924.5400 ext. 30 subscriptions Editorial suggestions editor@witherspoonmedia Princeton Magazine is published 7 times a year with a circulation of 35,000. All rights reserved. Nothing herein may be reproduced in whole or in part without written permission of the publisher. To purchase PDF files or reprints, please call 609.924.5400 or e-mail melissa.bilyeu@witherspoon ©2014 Witherspoon Media Group

On the cover: Story time at The Cotsen Library, Photography by Andrew Wilkinson.

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At 29, she has achieved more than most do in a lifetime. After graduating from Stuart Country Day School of the Sacred Heart, Caroline McCarthy received degrees in History of Science and Creative Writing from Princeton in 2006. Since then, she has built a reputation as a rising star, earning her the #1 spot on Forbes’ Tech’s Twenty Most Media Connected Writers in 2010, and landing her on the 30 Under 30 in Media list in 2012.

A journalist since age 21 Caroline began her career blogging about digital advertising, social media, entrepreneurship, and innovation which led to a position as a columnist for in 2007. She has appeared on national TV and radio as a commentator on digital media, including NBC’s Today, CBS’ The Early Show, NPR’s Talk of the Nation, as well as CNBC, Fox Business, BBC America and G4.

From Stuart to Google It’s hard to imagine that in 9 short years, Caroline went from a Stuart graduate to a leadership role

Caroline McCarthy, on Mt. Kilimanjaro, has reached great heights since graduating from Stuart in 2002

at Google, but that’s exactly what she did. By 2011, she was Managing Editor of Google’s Think Quarterly journal. And in 2012, she became a Google+ Marketing Manager, working with some of the most influential minds in the digital world.

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nonprofit that empowers inner-city students to

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standing UP for mothers everywhere: Christy Turlington Burns and “Every Mother Counts” Interview by Lynn Adams Smith Images courtesy of Every Mother Counts



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Christy Turlington Burns filming No Woman, No Cry.

ashion model Christy Turlington Burns has represented some of the biggest names in fashion including Calvin Klein and Versace. Most recently, she has devoted much of her time, energy, and passion toward the organization she founded, Every Mother Counts, a campaign to end preventable deaths around the world caused by pregnancy and childbirth. When did you first become interested in maternal health? When I became a mom in 2003, I had experienced a complication after delivering my daughter which helped direct my focus in this direction and was the impetus for directing my first documentary No Woman, No Cry. Before that I had no idea that hundreds of thousands of girls and women die every year from complications related to pregnancy and childbirth simply because they don’t have access to basic or emergency maternity care. Almost all of these deaths are preventable. When I learned this I asked myself what could I do, and it turns out, quite a lot.

Tell us about your experience Christy Turlington Burns at the screening of No Woman, No Cry. Photo by Josh Etsey. making the film No Woman, No Cry, including where you traveled and how you connected with the women in the film. While pregnant with my second child in 2005, I did a lot of traveling in Central America where I came across many individuals who were successfully helping women rise above the tragic maternal mortality statistics. I wanted to share these stories with the world, the considerable challenges and real solutions. It was the hope in these stories that inspired No Woman, No Cry which features stories of real women from my travels to Tanzania, Bangladesh, Guatemala and the U.S. between 2008 and 2010. I have gone back to each of the countries where we There are many are things I am proud of. One filmed and most of the participants have viewed the in particular is the way we’re beginning to see film. Once you are a part of someone’s story they are a groundswell of interest and concern about the with you forever. welfare of women and mothers in the world. When I had my childbirth complication ten years ago, What efforts related to Every Mother Counts there was very little attention being paid to the (EMC) are you the most proud of? problem of maternal mortality and poor maternal Every Mother Counts is a campaign to end health conditions. Now, we’re seeing and hearing preventable deaths caused by pregnancy and more about it. I’m also really proud of the grants childbirth around the world. We inform, engage, and our organization has been able to fund. Because mobilize new audiences to take action to improve the of the generosity of our supporters, we’ve been health and well-being of girls and women worldwide. able to fund projects that are making a significant

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Robin Lim (FAR left) leads Bumi Sehat, an organization promoting community midwifery and compassionate birthing in Bali and Aceh, Indonesia, along with Christy Turlington Burns in Bali.

and direct impact on maternal health in some of the most in-need countries in the world like Haiti, Uganda, Malawi, Indonesia and the United States. I’m also very proud that people are beginning to look closely at women’s health and maternal health conditions right here at home and understanding that we need to do more and do things differently to take care of our own mothers. What is your long term goal for EMC? To continue to make pregnancy and childbirth safe for every mother, and that eventually there will be no more preventable deaths. Mothers and their children will thrive and girls will see their future lives as mothers as hopeful, safe and supported.    When you speak with young American women about issues related to maternal healthcare in other countries, what are they most surprised to learn? Well, they likely aren’t aware that women continue to die in childbirth in the 21st Century. We have known how to address most of the complications commonly related to these senseless deaths and yet, millions of women don’t have access to the people and supplies that could save their lives. Fifteen percent of pregnancies will result in a complication, as mine did. We can’t always identify who may have one, which is why it is so important that every pregnant women have access to prenatal care and quality delivery care wherever that may be. EMC is focused on addressing access gaps so transportation and education are two of the focal areas of our grants so far.   



Did you start marathoning because of EMC and how can runners join the team? I started running as a kid. My dad would put me and my sisters in meets at a local college. I was fast and had long legs. I wish I had stuck with it but I moved on to other team sports. Later as a teenager I would run three to five miles a week periodically but I never enjoyed it as much when it felt more like exercise than for fun. It wasn’t until the summer of 2011, that I was given the opportunity to run the ING NYC Marathon with EMC that I started to run again for more than just fitness and that’s when I started to enjoy it again. Running long distance provides a new way to elevate awareness for maternal health. Distance is one of the biggest barriers pregnant women around the world face when trying to access critical maternity care; 5k is the minimum distance millions of women have to walk to access basic care and 35k is an average distance many would have to travel to access emergency obstetric care. Anyone can run in support of EMC by joining our team or starting their own fundraising team. All of the details can be found on our website here:  http://    Do you still practice yoga or meditation and do these techniques help to manage being a working mom, wife, and advocate for global maternal health? I still practice yoga and can’t even imagine my life before it. It has given me so much more than I could ever have imagined. Not only is it an excellent form of exercise, it has given me perspective in so

many other aspects of my life. I feel a great sense of connection and community with others because of this practice. How can people help support the EMC mission? There are many ways that people can get involved to support EMC’s work, which we detail on our website We’ve had men and women do everything from donating to the organization, running in support of EMC through apps such as Crowdrise, purchasing a product in which proceeds go to benefit maternal health projects on the ground. Any action that helps raise awareness and educate people about maternal health is something will support EMC’s mission. Is there anything else about EMC or any of your advocacy work thus far that you want to share with us? Even though we’re still a small organization, we’re amazed and humbled by the immense response we’ve received from women and men all over the world. This issue really resonates with people from all walks of life. Once people hear the statistics and realize that women are still dying giving birth in the 21st century, from almost entirely preventable conditions, that strikes a chord. So often people will then say, “I knew a woman…” and they relate the work we’re doing to a personal experience they’re connected to. We’re banking on those personal connections to help all of us prevent maternal deaths.

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(left) Christy Turlington Burns prepares for the Hamptons Marathon. (right) Christy with children in Bali.





SHIPLEY PAVILION, THE HUN SCHOOL OF PRINCETON Please join us for an unforgettable night of vision and creativity with the Keynote Presenter of the School’s Centennial Speaker Series. Erik Wahl is one of the most sought-after corporate and collegiate speakers available today. His presentations challenge individuals and organizations to break free from business as usual and achieve superior levels of awareness and performance. This dynamic multi-media experience includes a live painting demonstration by the artist.

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| princeton family

French Education with an American Twist: The French American School of Princeton By Taylor Smith | Photography by Marie Lavigne-Goulet


ne of the special things about living in Princeton is the access to foreign language education. The research is clear in finding that the earlier that a child is exposed to a second language, the better. One of the premier places in Princeton to educate children in another language is the French American School of Princeton. Here, children begin at the preschool level to hear and use French all day long. While the education is bilingual, it is also rigorous and challenging in terms of academic requirements. Beginning in Fall 2014, students at the middle school level will have the option of following a dual German-English language academic track. For now, French is the language of choice. The parents of the French American School students are as diverse as the children and faculty. Students from Ukraine, Spain, France, Switzerland, Germany, and the United States populate the hallways. The Institute for Advanced Study employs many of these parents along with Princeton University, Rutgers University, and the many pharmaceutical companies located in the area. Some anticipate sabbaticals and want to prepare their children for European-style schooling. Others plan on returning to Europe at some point in the near future and want their child’s transition to be as smooth as possible. Another common occurrence is an American mother and a French father who want their child to maintain a connection to each half of the family and heritage. The French American School embraces them all. The belief is that every child is able to learn a second language. Are you considering enrolling your child in early foreign language education? It is important to note that there is no language requirement at the French American School until grade one. Prior to grade one, all children are building their French language skills, learning not only basic tools like counting and singing in French, but also how to express themselves to the teacher and to each other. The French teachers at the French American School are all native French speakers with extensive teaching experience. Beginning in Fall 2014, a whole new crop of native German speakers will join the school’s faculty. Children progress rapidly at the preschool level, learning to function and communicate in a French-only environment, even if their at-home life is conducted in a different language. By kindergarten, the breakdown is 90 percent



French and 10 percent English. “By November, parents tell us that their children are singing to themselves in French in the bathtub,” commented Marie Lavigne, the school’s Director of Admissions. At a recent lower school forum, first graders presented a lesson on Native American culture, speaking about these places and peoples in a format that moved masterfully between English and French. Several children stood before the crowd of parents and teachers to solve mathematics equations in French, while another group spoke about the purpose of dreamcatchers. The entire presentation was an excellent exercise in public speaking and building language self-confidence. The most remarkable thing was that the children appeared to have no accent. Their French was as fluid as any French-born speaker of age 7. Similarly, their English verse did not portray the telltale signs of a second language with misplaced emphases and troubled grammar. What these children are receiving is a first-hand schooling in French and English language, grammar, culture, and fluency. After the forum, the children grinned from ear to ear, pleased with the response that they received from their enthusiastic audience. Parents cooed and clapped while teachers momentarily put down their cameras and video recorders to offer congratulations. While the children filed back to their classroom, the first grade parents gathered around a table to drink coffee, tea, juice, and to nibble on breakfast pastries. The atmosphere was refreshingly eclectic.

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By the time that children reach grades one through three, the curriculum is 70 percent French and 30 percent English. The teachers are eager to expose their students to the rigors of the traditional French education, but with an American angle; that is, sticking to a daily routine that emphasizes academics above all else, while recognizing individual strengths. When asked about athletics, the Director of Admissions indicated that it is a work in progress. Thus, while kickball instruction may be lacking, the children are able to take music lessons with teachers at Westminster Choir College. Many students also cited their opportunity to collaborate with the neighboring American Boychoir School. With an average class size of 14, it’s no wonder that the middle school students have a record of exceptional placement in international and local high schools. Some students who choose to stay local may matriculate to Stuart Country Day School or The Hun School, while others find themselves at places like New York’s Lycée Francais, Marymount International School in Paris or the Zurich International School in Switzerland. Students enrolled in grades four through eight receive an equal portion of their classes in both French and English language. In other words, the students must be able to transition from discussing Homer’s The Odyssey in French, to memorizing the periodic table of elements in an English-language chemistry class. The French American School of Princeton boasts several important accreditations from the French Ministry of Education, Association of the French Schools in North America (AFSA), Mission Laïque Française, and the National Association of Independent Schools (NAIS), among others. The French American School of Princeton is located at 75 Mapleton Road in Princeton and can be contacted by visiting their website at www.

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Q&A with Stephen Cochrane

Princeton Public Schools Superintendent Interview by Lynn Adams Smith Photography by Assenka Oksiloff


tephen Cochrane, the newly appointed Princeton Public School Superintendent, formerly worked as an Assistant Superintendent, Principal, and elementary school teacher. Before joining the public schools, he was an Admissions Officer and Assistant Dean of Students at Princeton University. He graduated from Princeton University and earned his Master’s Degree in Education from Harvard University. Cochrane and his wife live in Princeton. When did you discover your passion for teaching? In 1990, I left a deanship at Princeton University to begin teaching a multiage class of fourth and fifth graders in the South Brunswick Public Schools. It was an amazingly naïve decision and the one to this day of which I am most proud. I made the decision because I believed that I could have the greatest impact on children by working with them at the beginning of their education instead of at the end, and by working with them in a public setting rather than in a private institution. My friends thought I was crazy. But I knew I was stepping into the most important job on the planet. I reflect often on my first year in the classroom. It was hard. There were times I was sure I was going to fail. I was often undone by the littlest things, such as when to have my students sharpen their pencils or how to line them up for lunch. I planned day to day, struggling to get a sense of the overall objectives for the year. But in the midst of my struggles, I connected with kids. We learned and grew together. Every day we laughed, and every day I got a little better at my craft.



I was saved, to be sure, by my colleagues. They planned lessons with me, shared with me their classroom procedures, helped with my bulletin boards, and cheered me on at the end of the day. I was saved as well by my principal, who became my mentor and my friend, and who didn’t think twice about instructing an English major from Princeton on how to teach reading. The other day at the dry cleaner, I ran into one of my students from my very first class. A woman now in her early thirties, she told me how she looked forward every day to gathering on the carpet for read-aloud time in my classroom. “I still remember the voices you used when you read The BFG by Roald Dahl,” she said. She then went on to say she was reading the same book to her own daughter - and I knew I had made a difference. I believe in the power of teachers, and I believe I am always rediscovering the passion of our profession. What makes the Princeton School District special? In a word, people. They are extraordinary. In the short time I’ve been here, I have seen talented students at all grade levels. I’ve met with visionary administrators, creative teachers, and caring staff. I’ve been welcomed by smart and passionate parents. And I’ve been dazzled by the remarkable range of community partners all deeply committed to the welfare of our children. And with extraordinary people come extraordinary programs. Few districts are considering a dual language kindergarten or can claim the quality of services we provide for our children with autism and other special needs. Few districts have science specialists in the elementary schools or hands-on educational programs connected to gardens or community-supported safeguards to ensure that no child goes hungry on the weekend. Few districts have robotics courses or cook-offs at the middle school or provide pathways for all students to complete Algebra by eighth grade. And few high schools can match the music programs here with choirs and jazz bands and orchestras touring internationally. Few high schools have Mandarin classes visiting China or students taking courses at one of the leading universities in the world. The Princeton Public Schools are marked by diversity: economic, cultural, intellectual and artistic. They are marked by a commitment to wellness for our students and for our planet. And they are marked by a desire to prepare every one of our students to do exceptionally well not just in school but in life.

parents, principals, supervisors. I’ve come to pay special attention to any statement that begins with the words: Have you thought of…? Do you think we could try…? What if…? Superintendents, especially new ones, rarely have all the answers. Listening provides information and insight. It helps one consider divergent perspectives as well as discover common themes and goals. Listening, truly listening, shows that you care. It helps you get to know people and to build the trust that is the foundation of all future work. Third, I believe in learning. Learning is a school district’s most essential enterprise. I believe, therefore, that the superintendent should be the “head learner” in the district modeling the reading, the research, the curiosity, the collaboration, and the struggle we expect from our students. I believe moreover that all of us – from students to superintendents – often learn the most from our mistakes, our reflections, and our opportunities to try again. I am fond of the phrase, “Success is just failure with the dirt brushed off.” Sometimes you need to fail at something in order to figure out how to succeed. If students feel the pressure to be perfect – as often our very brightest do – they may not fully stretch themselves; they may not grow; they may not achieve their very highest potential. It is critically important, therefore, to create a learning environment in which intellectual and artistic risktaking is encouraged and where students are then guided to reflect on, revise, and redo their work. And what is good for the students is also good for the teachers who work with them. All of us need to feel the freedom to take some risks and to try new ideas. Finally, I believe in laughter. Schools should be places of joy. As school professionals, we have the privilege to work every day with kids. Not every day goes as planned. Not every kid is perfect. But every day brings us something to smile about. Talk about the “Power of Collaboration.” Schools are fundamentally about relationships. We solve more problems, we generate more innovative ideas when we bring together multiple perspectives, multiple talents, multiple resources. And so I believe in the power of collaboration among students, among teachers, among principals, and parents. I believe in the power of collaboration among supervisors, secretaries, and support staff. I believe in

What will be your most consistent themes as Superintendent? First, I believe that our kids can and will change the world. Every decision we make as a school district should, therefore, be based on the question: “Is this in the best interest of our children?” Second, I believe that leading in a school district is primarily about listening. I’ve found throughout my career that the best, most effective programs I’ve ever helped to put into place have come about by listening to someone else: my secretary, my students, my teachers,

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the power of collaboration across classrooms, across schools, and across districts. Moreover, I believe in the power of collaboration among school districts and community partners. That being said, finding time for collaboration is not always easy. Schools, by the very nature of their schedules, can sometimes isolate teachers in their classrooms. And yet we know the creativity that is sparked when teachers share ideas with colleagues across the hall, across the district, and even across the country. In the countries outperforming the United States on international tests, teachers may spend up to 10 times more time with their colleagues analyzing data, planning lessons, and observing instruction. We need to have a culture in the U.S. that recognizes and respects the value of that time. Princeton has some great structures in place to promote collegial conversation, and we need to protect and even expand those. We also need to continue to consciously teach our students the skills of collaboration. We are, after all, preparing them for a world in which collaboration across cultures will have profound economic and moral implications. What do you think of the Core Curriculum and what are your views on testing students and assessing teachers? Schools, particularly in New Jersey, face a series of forces—a perfect storm if you will—with the potential to either undercut or enhance our educational mission. We have to understand and implement sweeping instructional shifts associated with the new Common Core Standards in mathematics, language arts, and soon to be science. We have to plan for a radical and expensive change in the testing platform associated with those standards. We have new teacher evaluation requirements the impact of which on school climate, culture, administrative capacity, and student performance has yet to be seen. And, of course, we have a two percent cap on the budgetary increases we can make to address all of the changes we face. All school districts will be attempting to navigate the storm. I believe the Princeton School System will be a flagship for others to follow. Princeton, with its reputation, its resources, and its challenges, has the opportunity to chart a course other districts will look

to take. The key is to stay focused on our mission and to use the winds of change, the rigors of the Common Core, for example, to propel us forward. Our mission has always been to prepare all students to think critically, to solve complex problems, to read well, to write well, to create, to communicate, to collaborate. State and federal mandates won’t change that. Moreover, our mission has always been to inspire our students to live a life of purpose and to make a difference in their world. If as a learning community we stay focused on that mission, the inevitable winds of change will not sway us from our course. Please clarify when you talk about your passion for numbers. Numbers tell a story. The story may be about student achievement. The story may be about enrollment. The story may be about spending. But the numbers prompt us to ask questions. They help us make predictions. They allow us to affirm our practice, and, when appropriate, to alter it. I look forward to joining my new colleagues in reading and sharing the story of Princeton by the numbers. I am eager, for example, to explore the reading levels of our first graders, the mathematical problem-solving of our middle schoolers, and the AP scores of our high school students – broken out, perhaps, by gender. I am excited to see what the demographer’s report may suggest about future class sizes, staffing needs, and building usage. And, of course, I want to walk through the budget connecting numbers to our goals as a district and noting expenditures on everything from health benefits to bandwidth and from debt service to professional development. Great teachers collect and analyze data every day in their classrooms. They use it to refine and tailor instruction for their students. I want to support our teachers in using high quality data, and I want to ensure that as a district we use it to make the best decisions possible for our kids. What are your views on technology in the classroom and keeping teachers and the level of equipment, up to date? I recently visited John Witherspoon Middle School. I saw teachers using powerpoint slides and YouTube videos to bring learning to life. I sat with a boy from Siberia who wrote a phrase in Russian on an iPad, pressed a button, and had an instant translation in English. I visited

the digital entrepreneurship class in which students design their own business. They used Google Docs to collaborate with partners, graphic software to create a logo, video software to produce a commercial, and Excel spreadsheets to record expenses and revenues. Technology is a critical learning tool our students need now to deepen their understanding of all the topics they study in school. It is also one they will need throughout their lives to be successful in college and career. Do we need to keep up to date? Absolutely. We wouldn’t want our doctors to say, “I’ve heard of this thing called an MRI, but I’d rather perform surgery instead.” As the tools advance to enhance learning, increase collaboration, and promote creative expression, we want to make them accessible to our teachers and students. Of course, we also want to be thoughtful in our implementation. Teachers need time to find the very best programs to support their subjects, and they often want training in how best to use them. We have to consider, as well, the potential downsides to the “digital brains” of adolescents. The use of hyperlinks and the mix of music, video, and social media can lead to rapid multi-tasking. Consequently, schools must address even more explicitly the development of learning stamina – our students’ ability to stay focused while reading long, dense text or solving complex math problems. Tweeting, texting and leaving messages on Facebook can sometimes alter a student’s skill in faceto-face interactions. We, therefore, have to be even more conscious of guiding our young people in the fine art of speaking, listening, and engaging others in dialogue. Technology will continue to evolve and will continue to present the field of education with incredible promise and occasional problems. We have to embrace the first and address the second. Have you ever eaten lunch at a Princeton school and what did you think about the quality of the meal? I haven’t yet eaten lunch at a Princeton school, but I look forward to doing so. I love a good sandwich, and in my prior district, I would grab one at the high school at least three times a week! It was a way of connecting informally with staff and students and also ensuring that the nutrition lessons we taught in the classroom were continued in the cafeteria. In addition to being an educator, you are a competitive team cyclist. Where are some of your favorite places to go mountain biking both locally and elsewhere? I have been racing road bikes for several decades and can often be seen pedaling on Carter Road, Route 518, and throughout the Sourland Mountains. Mountain biking is a cross-training sport for me and just plain fun! Bunny hopping over logs and flying down single track make me feel like I’m 12 years old again— until I crash of course, and then I remember my age. My teammates and I will ride in Mercer County Park, Washington Crossing State Park, and Pennypack Park in North Philadelphia. I have fond memories of mountain biking in Marin County, Park City, and Albuquerque—and my dream is to make it to the mountain biking Mecca of Moab, Utah. I believe it’s important to have balance in one’s life and to model that for the students about whom we care. Cycling helps me do that.

february 2014 PRINCETON family

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The Pediatric Group The Pediatric The Pediatric Group The Pediatric Group Group warmly welcomes warmly welcomes warmly welcomes warmly welcomes Dr. Deborah Pulver. Dr. Deborah Pulver. Dr. Deborah Pulver. Mother of a newborn Dr. Deborah Pulver. Mother of a newborn Mother of a newborn and expertly trained, Mother of a newborn Mother of a newborn and expertly trained,to and expertly trained, Dr. Pulver is perfect and expertly trained, and expertly trained, Dr. Pulver is perfect to Dr. Pulver is perfect help with all of yourtoto Dr. Pulver is perfect to Dr. Pulver is perfect help with all of your help with all of your questions and concerns. help with all of your questions and help with all ofconcerns. your questions and concerns. questions and concerns. questions and concerns.

C h e s h i r e Ac a de m y

The Student-Centered School • Coeducational, College Preparatory School • Day & Boarding for Grades 7-12 & Postgraduate • International Baccalaureate® Degree Programme

John Cotton, MD

John LouisCotton, Tesoro,MD MD John Tesoro, Cotton, MD John MD Louis MD HelenCotton, Rose, MD Louis Tesoro, MD Louis Tesoro, MD Paula Zollner, MD Helen Rose, MD HelenRose, Rose, MDMD Deborah Pulver, Helen MD Paula Zollner, MD Paula Zollner, MD Paula Zollner, MD Deborah Pulver, MD Deborah Pulver, MD Deborah Pulver, MD



• Roxbury Academic Support Program • Athletics, Arts and Community Service

Learn more about Cheshire Academy 203-439-7250 •



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•  

•  

•  

•  

•  

•  

•   

•  

•  

53 Bayard Lane

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ur Seech  angage nrichment Session oers direct instction to uild fnctional communication sills through multisensor multimodalit learing eeriences in arious social seings and contes oics include:

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| princeton family

The iPad as Teacher and Educational Compass


By Taylor Smith

he following iPad apps are designed for academic exploration. Both children and teens will be pleased with the entertaining formats, gaming aspects, visual detail, and homework help. We gathered high quality apps in various genres, from art history to geography to archaeology. This form of technology will encourage your students to develop their natural curiosity and gifts in a setting that feels both safe and secure. More important, adults will enjoy borrowing the apps to brush-up on their knowledge of Ancient Greece and Paul Cézanne. Rocks & Gems: A quick reference tool for children who always seem to have their nose to the ground exploring everything that takes place below their feet, Rocks & Gems will serve as the perfect encyclopedia. The app allows students to search for rocks and gems by name and appearance. The information supplied includes high quality images of the mineral product, along with a description of the mineral’s properties and where they are most commonly found. The Green Meter: Teach a child exactly how their habits impact the environment and you may just save a few extra trees. The Green Meter app can be used in conjunction with The Green Outlet, which shows students how to increase their efficiency when it comes to electrical appliances. Similarly, The Green Meter can analyze everything from fuel usage to water usage. With the help of their parents, children can estimate their family’s carbon footprint, which should make for some interesting dinner table conversations. Dinosaur Handbook: There are over 1,400 types of dinosaurs listed in the Dinosaur Handbook. Students can explore what the fossils of a particular dinosaur look like, along with a re-imagined digital version of the dinosaur, including its habitat, diet, and corresponding classifications. Each dinosaur’s description contains links to relevant articles and histories lending each animal its own personal biography. Google Earth: Give your little explorer a map to all 7 continents with the Google Earth app. From Russia’s taiga forests to bustling Florence, Italy – whatever their hearts desire they can find it using Google Earth. The app uses

great depth and perspective to zoom in and out of a location, so that they can view high quality images of the Taj Mahal and the countries bordering India. The app is helpful for travel planning, homework help, and general geographical perspective. Hidden Land: Do you have a future archaeologist in your midst? Designed strictly for iPad, Hidden Land allows users to hunt for hidden artifacts in various periods of time, from the biblical to the present day. The dual-time feature allows users to view what a relic looked like in the past and in the modern day. In addition, your child or teen will be enthralled by the in-depth tours of ancient Alexandria and the great pyramids. Plantpedia: This app offers a comprehensive encyclopedia of flora accessible to a wide-range of ages. The app is easy to use for both botanist and elementary school student. The user can search by plant name, color, season, state, etc. The search mechanism will introduce the user to an endless number of obscure and better-known plants. There are a wealth of pictures and diagrams for each plant, which will give the user an up-close and personal look at the plant, the next best thing to handling it physically.



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Startracker: Startracker will help children to rove through outer space with the help of their iPads. This dynamic app allows you to search the night sky by moving and tilting the iPad screen outdoors, to mirror what is seen above. Students can also use the interactive app to identify stars and constellations, along with planets, shooting stars, black holes, and other space phenomena. Kids Discover: Ancient Greece: Transfer your child’s love of Grimm’s fairy tales to classical Greek drama, literature, myths, and poetry. This app by Kids Discover uses interactive 3-D models, video, photographs, cartoons, quizzes, puzzles, and stories, to teach kids about the Greek Gods, ancient Athens, the Olympics, life in Ancient Greece, and the lasting cultural and artistic achievements of the Greeks. Once your child has become an expert on Ancient Greece, download Kids Discover: Ancient Egypt, which is equally informative. Artistico – The Game for Art Lovers: This app is a sophisticated jigsaw game about art and art history. The game begins when an old man drifts off to sleep, dreaming about his favorite pieces of art. The player then finds himself in the old man’s dreams and it is up to him/her to put the work of art back together, piece by piece, much like a puzzle. The work of art begins as a fuzzy outline, but quickly takes shape as the player positions the right pieces into place. When the puzzle is completed, the player receives fascinating trivia about the work of art and the artist who completed it. A soothing soundtrack accompanies the game, lending the app a refined, meditative quality. Shakespeare in Bits: An easy to understand version of the Bard’s greatest plays, Shakespeare in Bits will give students greater confidence in reading and deciphering Julius Caesar, Hamlet, Romeo and Juliet, Macbeth, and A Midsummer Night’s Dream. The interactive tales offer full study notes for every section of the play, analyses, plot summaries, character lists, and character relationships. The graphics are simplified, cartoon-versions of the famous productions. Students will appreciate having Shakespeare in Bits as an accompaniment to their spring break reading assignments.



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Kids Health: Common Winter Woes


By Elizabeth Hartman

Photograph courtesy of Dr. Helen Rosa

round this time of year, children of all ages are exposed to pesky germs that could send them to the doctor. Two of the most common winter illnesses for small children are ear infections and strep throat.

Ear Infections: Ear infections are most common within children ages 6 months to 2 years. At this age, children may not be able to verbally express that they have pain in their ear, so it is important for adults to recognize some tell tale symptoms like fever, difficulty sleeping, irritability, hearing impairment, and tugging/holding of the outer ear. Ear infections result from bacteria or a virus entering the ear and settling in the middle ear. Pressure will build in the middle ear in the form of fluid and puss, creating a consistent, dull ache and a feeling of intense pressure. An ear infection may also accompany a cold, so if your child has been suffering from the flu, be on alert for the onset of an ear infection. Although ear infections are not contagious, they should be treated by a physician who may then determine that an antibiotic is needed. Along with a prescribed antibiotic, here are some things that parents can do to alleviate their child’s discomfort: • Simple pain medicine like children’s Tylenol or an antihistamine will provide some pain relief and should reduce any signs of fever. • Applying a hot washcloth or heating pad to the outer ear for 20 minutes may help to release some of the inner ear pressure caused by fluid buildup. • The importance of sound sleep and rest should not be neglected. Dr. Paula Zollner of The Pediatric Group of Princeton states, “Keeping the child’s head elevated for sleep will make him or her a little more comfortable.” Some children suffer from chronic ear infections, which are reoccurring fluid buildup and swelling behind the eardrum. Chronic ear infections usually respond very well to treatment. A doctor may determine that beyond antibiotics, drainage of the middle ear must occur with the insertion of ear tubes which help the fluid to funnel out of the ear after a small hole has been made in the eardrum. Permanent hearing loss is rare, but is possible if chronic ear infections are left untreated.

Photograph courtesy of

Strep Throat: Around this time of year, strep throat appears throughout the halls and schoolyards of nursery and elementary schools. Strep throat is highly contagious and spreads by way of unclean hands. Classic symptoms include a beet red throat, white spotted tongue and throat, painful swallowing, swollen tonsils and lymph nodes, high fever, and headache. “Sometimes a characteristic rash is present. Some children with strep feel nauseous and may vomit,” says Dr. Zollner.



Today there is a “rapid strep test” which can determine the presence of strep throat almost immediately after taking a throat swab from the child. The doctor will touch the back of the child’s throat with a small cotton swab and in about 15 minutes, will be able to determine if the child needs penicillin. Once the child has been on the antibiotic for 24 hours, and is feeling better, he or she are no longer contagious. Although a child may immediately show rapid signs of improvement and even return to school, it is important to take the antibiotic for the entire prescribed period. Parents who do not allow their child to finish the prescription risk a relapse or the chance of spreading the infection to other household members. In general, Louis Tesoro, MD suggests that, “for both infections, good hand washing technique is the best way to prevent the spread of germs.”

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From Little League to the Big Leagues


Interviews by Lynn Adams Smith Photography by Frank Wojciechowski

ome children take to athletics like fish to water. Others are put off by the competitive culture or do not see themselves as athletically gifted. Whether your child is sports-obsessed or extremely reluctant, many parents find this balancing act confusing, so we asked some Princeton area coaches for their best advice when it comes to developing your child’s own inner-athlete.

“I personally subscribe to the belief that you can’t really tell which youth athletes have the potential to play for college teams or play professionally until around ages 14 or 15. I say this because you don’t really know who is going to be the strongest, the biggest or the fastest until they go through puberty. There are tons of examples of kids who developed early on and dominated their sport between the ages of 8 to 12, but who were done growing by age 13 and were then surpassed by other kids, who become even bigger, faster and stronger. These are the kids who play for college teams.” — Jon Durbin, Co-President of Princeton Little League

“We run a youth football program in town and football is well-known as the ultimate team sport. Everyone on the field must do their job on a given play to succeed. Watching a team come together and reach a goal, be it small or large, is a great feeling. Besides the obvious exercise that is taking place, children learn the importance of self-control when it comes to discipline and emotions. A lot can be learned from victory, as well as defeat.” — Jason Petrone, President of Princeton Junior Football League.

“I am a firm believer that kids should try multiple sports as they grow up. Without attempting something new, they will never know what they might enjoy. There is so much overlap in athletics that you can see how one sport has benefited the success of another. Clearly, children eventually have to make choices, but not too young—let them play.” — Missy Bruvik, Varsity Field Hockey Coach, Middle School Lacrosse Coach & Physical Education Teacher at Stuart Country Day School of the Sacred Heart

“It’s important to keep in mind that there are both team and individual sports, and that some kids are better suited to more individualized sports, than team sports. Also keep in mind that there are other physical activities like dance and yoga that provide great physical benefits.” — Jon Durbin



PRINCETON family February 2014

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Photography by Greg Xue

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“A parent has to be careful to balance opportunities for their athlete to pursue stronger competition, while allowing them to be well-rounded outside of the sport. It is different for every kid and each situation, but if the kid is truly gifted, opportunities will always present themselves.” — Tim Chase, NJ Stars Ice Hockey Coach

“Athletic equipment usually has a pretty long life. The “play it again” sports stores are great, but we try to recycle and give our students equipment to borrow for the season, until they make a choice to play at the next level. I would encourage parents to ask if there is equipment available to borrow prior to investing a lot of money on an athlete just starting out.” — Missy Bruvik

“Once a player starts playing one sport exclusively, they tend to use the same muscles and body parts over and over. This is where the injuries start to occur. We see this all the time in baseball with pitchers; some time off from the primary sport is recommended for all players. Focusing on strength and conditioning training in the off-season can help a lot to improve performance and to reduce injuries.” — Jon Durbin

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“Be careful not to overextend your young athlete by having them play on multiple teams of the same sport. The muscles needed to play should have time to rest. This is where I think playing different sports may help to keep the athlete in shape and develop other muscle groups. This is also important for the social growth as they meet other kids from different schools and townships with the same interests and passions.” — Missy Bruvik

“I wish I paid more attention to nutrition. Eating properly is a much more important component to growth and strength than I realized as a child and young adult. Even outside of sports, there needs to be more focus on teaching kids proper nutrition. Advertising will always try to push some new sports drink, but for most situations, water is the best way to hydrate.” — Tim Chase

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PRINCETON family february 2014

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Winter Injury? ASk fOR the Best A tough winter brings a spike in broken bones and other orthopaedic injuries. Princeton Bone & Joint is available to treat you quickly following an injury. You can even ask for one of our physicians in the Emergency Room or call us directly for a fast appointment. Led by Harvey Smires, MD, a board-certified orthopaedic surgeon, Princeton Bone & Joint is conveniently located on the campus of the new University Medical Center of Princeton at Plainsboro. Services include: • Same-day and walk-in appointments • The latest surgical procedures and techniques • Onsite physical therapy with Redcord® for core strengthening • In-office digital X-ray technology • Onsite massage therapy • 1st floor location and fREE valet parking

5 Plainsboro Road Medical Arts Pavilion Suite 100 Plainsboro, NJ 08536 (connected to the new hospital) Harvey Smires, MD

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Princeton Magazine's Family Edition  

Princeton Magazine February 2014