INPUT ARTICLE: Article: The symptoms of these diseases in chickens are similar to the symptoms in humans. Chickens will normally sneeze every once in a while, but if you notice persistent sneezing throughout your flock, that could be a sign of a respiratory disease.  You may also notice coughing spreading through your flock. You'll see these symptoms in diseases like avian influenza and infectious sinusitis.  Some of these illnesses are treated with antibiotics, but some are caused by viruses that can't be treated with medication. Infectious sinusitis can cause clear drainage from the eyes, as well as foaming discharge from the nose. These areas may also be swollen and stuffy. You may also notice raspy breathing. Sometimes, this disease can cause these areas to take on a purple hue. They may be tipped with blue or purple while the rest of the area looks paler than normal, for instance. While this condition isn't unique to this disease, it can be a symptom.  The comb may also flop over. With pox, you may notice lesions on the face, comb, and wattle. Avian flu is a virus that cannot be treated with medications. All of the respiratory diseases can cause changes in egg quality. For instance, eggs may come out in funny shapes or not have hard shells. Different changes in eggs can point to different diseases.  For instance, if egg laying slows down and you notice a decline in the shell quality, that could be infectious bronchitis. This disease can be treated with antibiotics. Newcastle disease will cause a decline in egg laying as well as in the inner egg quality. This disease cannot be treated with antibiotics, but your vet may give you some to prevent other infections. The avian flu, in particular, can cause some birds to die even if they aren't exhibiting other symptoms first. If you have an unexplained death in your flock, you may want to check your other birds for this disease. Infectious laryngotracheitis can also cause a large number of bird deaths, and it cannot be treated with antibiotics, as it's a virus.

SUMMARY: Look for coughing and sneezing. Check for drainage from the eyes and nose for infectious sinusitis. Watch for a purple color in the comb, wattles, and legs with avian flu. Check the egg quality. Pay attention to sudden deaths with avian flu.


INPUT ARTICLE: Article: The human body needs sleep. Sleep gives your brain and body the opportunity to rest and repair themselves, while a lack of sleep puts you at risk of higher blood pressure, kidney disease, stroke, and obesity. Lack of sleep also impairs your cognitive function. How much sleep do you get per night? The average adult needs between 7 and 8 hours per night. Getting less than that on a regular basis can make you haggard, mentally tired, and physically older. Subtract .5 from your score if you regularly get between 7-9 hours of sleep. Add 1 if you between 5-6 hours of sleep or if you sleep more than 9 hours per night. Add 2 if you get less than 5 hours per night. How much alcohol do you drink? While a moderate amount of alcohol is fine, perhaps even beneficial, too much can put you at risk of certain cancers, stroke, high blood pressure, liver disease, and pancreatitis. According to the Mayo Clinic, healthy drinking is no more than one drink per day for women of all ages and two per day for men 65 and younger, one for those over 65. A drink is measured differently for beer (12 fluid oz.), wine (5 oz.), and liquor (1.5 oz.). What about smoking? Medical science is very clear on this: any smoking (even second hand) is harmful to your health. Indulging in smoking or too much alcohol will definitely elevate your biological age.  For alcohol, subtract 1 from your score if you don't drink. Subtract .5 if you stay within the daily recommended guidelines. Add 2 if you exceed the guidelines. For smoking, subtract 3 from your score if you do not smoke and never have. Subtract 2 if you quit five or more years ago and 1 if you quit in the last four years. Add 3 if you currently smoke. How well do you eat? Proper nutrition keeps you in good health with strong muscles, bones, teeth, and organs. A good diet can reduce your risk for diseases like cancer, heart disease, stroke, diabetes, and high blood-pressure. It can also keep your mind sharp and your body full of energy. How do you stack up? A well-balanced diet should limit fried and heavily processed foods, sugars, sodium, nitrates, and saturated fats; it should contain lots of fruits and vegetables (ideally 9 servings per day), lean protein like fish, chicken, and nuts, and complex carbohydrates and whole grains. Failing to include these items in your daily meals gain cause you to gain weight but also deprive you of necessary nutrients, leaving you physically weaker. Visit the National Health Service's webpage at http://www.nhs.uk/Livewell/Goodfood/Pages/Healthyeating.aspx to see the basic guidelines. Neither add nor subtract if you meet the guidelines most days. Add 1 if you do not.

SUMMARY: Calculate your nightly sleep. Own up to your vices. Quiz your nutrition.


INPUT ARTICLE: Article: Speaking and listening is an important part of not only language arts classes, but also other content area classes. However, opening up discussions to be more than the typical call-and-response method (teacher asks a question, one student responds) is important to practice particularly in language arts class.  The best advice on guiding facilitation is to ask open-ended questions to which the asker doesn’t necessarily know the answer Students should be encouraged to talk to each other, to know that there is not one particular correct answer, and to use text-based evidence when making statements about literature. It should be made clear to students that the purpose of class discussions is not to find out that they have all the right answers, but to explore the themes and aspects of the literature together. As a guiding facilitator, your job is to present students not only with basic comprehension questions, but also with complex, higher-order thinking questions that get them involved in the text. This can be done even in the early grades after reading a book. Questions beginning with, “Why does the author believe that ___?” and “What have you encountered that makes you think about ___?” are some starter recommendations.  Keep discussions going. Ask students to build on what someone else said, or prompt them by saying “Tell me more about that.” Ask students to consider different perspectives on their statements, convince the class they are right, make predictions about what could happen next in the story, compare how their thoughts are the same or different from others, and summarize what they’ve learned from the discussion. Avoid trick questions, sarcasm, questions with obvious answers, yes-or-no questions, asking multiple questions before allowing time for response, and inadequate wait time (3-5 seconds) before changing the question or asking it again. Younger students will need some guidance on respectful discussion. Have the class make the rules together, using examples like “Stay respectful,” “Listen to others’ opinions,” “Look at who is speaking,” and “Piggyback off others’ ideas.” Post the rules in a visible place in the room and remind students of the rules before starting a discussion.

SUMMARY:
Be a guiding facilitator. Ask the right questions. Post rules for classroom discussion.