How the NBA Season Works, by Himank Chhaya, age 11 Illustration by Spencer Hanson, 11, for the story titled “Blue Eyes” by Eve Driver, 13, published in our July/August 2011 issue A lot of people don’t know how the NBA season works. Those people might be die-hard NBA fans, but they still are oblivious as to why their team made the playoffs and why they didn’t. So, here it goes. The season begins with preseason; those are kind of warm-up games, getting the teams ready for the rigors of the NBA season. After the 8 games of the preseason end, the real fun begins. The first game of the season is called the opener. That one game can decide a season, or do nothing at all. If Team A wins the game, they go to 1-0 in the standings, and Team B goes to 0-1. This keeps on going for all 82 games until the playoffs. There are multiple things in the standings, however, that I shoud bring to your attention. The first is a column that shows the amount of wins the teams are behind the first seed team. The second column is an average of the wins and losses of the seasons. If a team won 60/82 games, then their average would be 0.77 percent. A perfect 1 percent would occur if a team won all 82 games. That’s never happened—a 1 percent has never happened. In the middle of the season, you get All-Star Weekend, which showcases the best talents in the NBA. Contests include the Dunk Contest, the Rising Stars Challenge, the Skills Challenge, and the Game itself. Captains are selected and choose their players in a draft. Let’s go to the playoffs. Unlike football, where one game decides your season, the NBA uses a best-of-seven series. The teams are decided like this: the top 8 teams in both conferences, the East and the West. The matchups are sorted by pitting the first seed vs. the last seed, second vs seventh, third vs sixth, and fourth vs fifth. If Team A has a better record (i.e. 67/82 games) then they would get to have the first two games on their home floor, and then Team B would get the next two games on their home court. After that, it alternates. The winners of those matchups advance to the second round. The winners of those matchups reach the Conference Finals, and then the top team from the West and the East square off in the NBA Finals. Latest winners: NBA Finals and Eastern Conference Finals Toronto Raptors, 4-2, 4-2 Runner-up and Western Conference Finals Golden State Warriors, 2-4, 4-0 Runner-up (East) Milwaukee Bucks, 2-4 Runner-up (West) Portland Trailblazers, 0-4 Second round winners (East) Toronto, Philadelphia, Milwaukee, Boston Second round winners (West) Golden State, Houston, Portland, Denver First round (East) Milwaukee, Detroit, Toronto, Orlando, Boston, Indiana, Philadelphia, Brooklyn First round (West) Golden State, Los Angeles (Clip.), Portland, Oklahoma City, Denver, San Antonio, Houston, Utah
Stone Soup Magazine for young readers, writers, and artists
Saturday Newsletter: July 20, 2019
“Meeting of the Minds” Avery Multer, 11, for “The Emperor and the Animals” by Natalie McGee, 13 November 2018. A note from Emma Wood I have been thinking a lot about dogs lately. I have two dogs, so I am always thinking quite a lot about dogs! But since one of ours, Charlie, was recently attacked—by a neighbor’s dog who escaped his fence and got onto our property—and we have been busy taking care of her for the past week, I have been thinking even more about dogs than usual. I have wondered: Is Charlie traumatized from this event? How will it affect how she interacts with other dogs in the future? Is she sad or scared? And then I have wondered, too: Is it wrong to ascribe such human emotions to an animal? And: How much can we ever know about how a dog thinks or feels? This is something I was thinking about on my recent vacation as well. I was in Italy and then Greece. In Italy, we were staying in a rented house in the Tuscan countryside. There were three dogs there: two 14-year-old pointers who were sisters—one fat and lazy, the other skinny and very active—and a three-and-a-half-month-old puppy! The dogs loved spending time with us but also simply loved to be in “our” house because, as we learned, it was actually their house: we were staying in the house where they lived with their owner when no renters were there. One of the pointers even tried to sleep inside with us one night. They clearly felt attached to the house. In Greece, we were staying at my aunt and uncle’s house. There were no dogs at the house, but there were lots of stray dogs (and cats) everywhere we went. At first, we were sad to see them. But then we noticed how friendly and well-fed many of them were. They got to live in packs and roam around wherever they liked. We even saw one dog take a dip in the ocean on a hot day. Their lives didn’t seem so bad. They only seemed bad compared to what I knew of dogs’ lives in the US. This week, I would like to you think about an animal you know—whether it is a dog, a cat, a fish, or a bird—and try to really see that animal as that animal. So often when we see animals, we really see another human. We imagine that they think and feel in the same ways we do. But, of course, they don’t. Dogs, for instance, rely more on smell than sight to navigate the world! Try, through writing or visual art, to imagine how that animal really experiences life. What is it like? I can’t wait to find out! Highlights from the past week online Don’t miss the latest content from our Book Reviewers and Young Bloggers at Stonesoup.com. “In my opinion you don’t have to do an advanced topic to get excited about math. You can do simple problems. The excitement comes from solving a problem from beginning to end and fully understanding it.” In her blog this week, Maya tells us about her time at math camp. Do you agree with her? Read her piece here and leave a comment! In honor of our review issue this summer, we’ve been posting some old book reviews on Instagram. Check out this one, from 1975, a review of “The Man with a Take-Apart Head,” plus another review of a biography of the writer George Sand. Contest and partnership news Contest: write a book! How are your books coming along? You still have more than a month to polish up your work to enter into our contest for book-length writing in all forms and genres by kids aged 14 and under. (We have extended our usual age limit for this contest.) The deadline for entries is August 15, so you have five-and-a-half weeks left to work on perfecting your book, whether it is a novel, a collection of poetry or short stories, a memoir, or other prose. There will be three placed winners, and we will publish all three winning books in various forms. Visit our Submittable entry page for full details. From Stone Soup November 2018 The Emperor and the Animals By Natalie McGee, 13 Illustrated by Avery Multer, 11 a-ra-ra. Raurau-ra… An extraordinary barking cry shattered the frosty air. A huge black eagle settled itself on an icy birch limb. Ruffling his feathers against the chill, he stretched his enormous wings one last time before settling them comfortably on his back. Respectfully, he cocked his head to meet the calm stare of the small copper animal before him, her sleek hide spotted like earth dappled with sunlight. Dea had taken the form of a rare Amur leopard and was reclining in the peeling branches of a birch nearby. The Protectress’s draping tail swayed hypnotically as the sea eagle began his narration of the day’s events. Through a series of harsh barks and calls, he told Dea of an emperor from the neighboring land who had come to build a palace in the birch forest. He explained that all of the creatures would be forced to move into the barren tundra surrounding the tiny woods and would have to live like reindeer, serving humans forever. The entire time, Dea sat with her tail twitching, showing no emotion on her severe face. When the sea eagle was finished, the goddess sat up. “I will take care of it,” she stated peacefully. “It will all work out in the end.” The eagle cocked his head, preparing a question, but, when he blinked, the leopard was gone. . . ./more Stone Soup’s advisors: Abby Austin, Mike Axelrod, Annabelle Baird, Jem Burch, Evelyn Chen, Juliet Fraser, Zoe Hall, Montanna Harling, Alicia & Joe Havilland, Lara Katz, Rebecca Kilroy, Christine Leishman, Julie Minnis, Jessica Opolko, Tara Prakash, Denise Prata, Logan Roberts, Emily Tarco, Rebecca Ramos Velasquez, Susan Wilky.
Summer Math Camp
Illustration by Megan M. Gannett, 13, from her story Swaying in the Breeze, published in our December 2016 issue I jumped out of the car and closed the door behind me. I ran up the sidewalk towards the house where math camp was being held. A few other kids were also arriving then and I followed them into the house. I left my shoes with everyone else’s, by the door, and went inside. I sat down on the carpet where the other kids were sitting and we played a fun game called Sushi Go to start the day. When we were done, one of the kids asked if we could play again, but the teachers said we had to start doing math stuff. We started a new activity which was math-related, a magic trick. You can figure out the trick using math and that was what we were supposed to do. We all sat around trying to think. We had a few guesses but we couldn’t completely figure it out. Then we started working on a problem sheet. We had only been working for five minutes or so when the dog came in. He walked under the table and everyone started petting him and forgot all about the math. Then he walked out and lay down on the side and we went back to math. What do you think of when you think of summer? Most people, including me, think of sunshine, lemonade, swimming, and the beach. I don’t usually think of math. But for one week this summer, I went to math camp. I did it gladly. It was a lot of fun. Actually, a lot of my friends are also doing math camp this summer. Parents want kids to get excited about the topics they learn in school. Yet, a lot of kids feel like the math they learn in school is boring and hard. Going to math camp can be a chance to get kids excited about math. Some math camps make math more exciting by teaching advanced topics that are usually taught in college. One example is cryptography which uses math to create codes to send secret messages. By introducing it to kids they see how useful math is and that makes them feel excited. But teaching advanced topics also has its downside. One day, when I was at Girls Who Code, I was introduced to some problems in cryptography. It was a lot of fun to learn something so cool and interesting. However I didn’t feel like I fully understood it. I think that when you learn something complicated like that, you feel a little bit like you aren’t learning the real thing and you are just learning an easier version. You also feel like you don’t completely understand what they are teaching. Sometimes it is because it is too complicated, given the math you know. And sometimes even though it is simplified, the teachers can’t fully explain it in a simplified way, so you are confused about the part they don’t explain. The problems I did at my math camp this year were about the factors of numbers which required knowing what kids already learn in school, multiplication and counting. The material was at our level so we could fully understand it. Beyond that we needed to use reasoning skills. One problem we did asked us to find the smallest number with sixteen factors that doesn’t divide by six. Understanding what the problem is asking is easy but finding that number quickly is not so straightforward. I was sitting next to a friend of mine that is a little younger then me. “Do you want to work together?” I asked her. “Sure,” she said. I took my pencil and started writing out the different cases on the sheet. The problem isn’t that hard, but it would take forever to check numbers until you find one that works. Instead you have to construct a prime factorization that you know would have sixteen factors because of the powers. There are different options, but it is easy to find the smallest one. You also know that the number can either divide by two or divide by three but cannot divide by both two and three because it doesn’t divide by six. My friend and I talked about the problem and ruled out the cases that didn’t work, until we were left with the answer which was 280. I smiled. Solving the problem felt good. It always feels good to solve a math problem. Sometimes I figure out how to use a new technique even though I am not sure I can do the problem, but in this case it was because I felt good that I knew how to approach the problem. When you first see it, it’s hard to know how to get started. You could just try things but that seems like an endless task. I was lucky because I had seen such problems before. Either way, I still felt a sense of accomplishment. So in my opinion you don’t have to do an advanced topic to get excited about math. You can do simple problems. The excitement comes from solving a problem from beginning to end and fully understanding it. That is what is empowering. And like the cryptography problems, the problems I did are not only empowering, they are also cool. My dad who teaches classes at college thought the problems were so cool that he decided to give some of them at the university in the fall. Does that make it slightly more exciting for me? Maybe.
