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Jan 31, 2007
#Getting to know me#Pregnancy#The Flinger Family
When I was 13 years old, I remember my mother standing with her hands on her hips looking at me with a combination of fear and anger. We'd been having another argument over something (I honestly can't remember what) and as she got more and more angry, I watched her face turn red, then magenta, and finally flames started to boil out of her ears. "I'll see you on the other side!" she yelled and walked off.
I was baffled.
I made it to the other side some time in college. I grew out of the teenage angst and in to the "much more mature" early 20's angst. I progressed through my twenties, got married, had a baby, and realized exactly what my mother was talking about. And just yesterday, as I slammed on my breaks to avoid a horrific accident, I realized I am not only on "the other side" but I'm a few cusswords shy of yelling it out the window to some teenage punks that could've killed us.
I also have a clear vision of me saying those exact words to my teenage daughter in about 10 years. A very, vivid, realistic image of that same day. I'm on the other side now.
Yesterday LB and I were on our way home from a wonderful playdate. We sat at the red light exiting off the freeway just a mile or so from our very tiny house. LB was singing Twinkle Twinkle (it's all the rage) and I was talking to her in the rear view mirror. I looked up and saw the light turn green. I put the car in gear (note that the cars are stopped on the other side of the street at the red light as we pull out) and glance to the left just as a white sadan comes toward us at least 55 mile an hour. I slam on the breaks, the car rubs and ricochets off the front bumper and speeds away. I glance two teenagers in the front of that car probably oblivious that they just blew through a red light and could've very possibly, one second later, killed or seriously injured a pregnant lady and her toddler. (Illustrated for you visual types.)
I alternate between breaking down in to tears and cussing wildly at all teenage drivers when I think what could've happened.
I'm trying not to think about what could've happened.
Had I put the car in gear as I sat there, had I not been talking to LB, had I gone the second the light turned green, we would be in the hospital, at the very least, right now. CB could be gone. LB could be seriously injured or dead.
It was one of those moments where you don't even have time to see life flash before you. I didn't break down crying until about two blocks later when I finally pulled over to check my car for damage. I lost it and took LB home and didn't leave the house the rest of the day.
These are the types of encounters that make mothers seem like complete spazes to their teenage daughters. These are the reason moms get so damn paranoid, get so angry when you don't wear your seat-belt, yell as you walk out the door to be safe and watch for other cars. I'll be the first person setting out "SLOW DOWN" signs in our neighborhood now. You know, those very uncool people that would yell at you, the teenager without a care in the world, to pay attention and drive slower? That'll be me. I'll be the one sitting in my rocker on my front porch telling the entire world to just knock-it-the-fuck-off and start paying attention.
Life is too short to be caught up in your own shit. You never know who you could potentially be hurting. Please pay attention. And for the love of god, look both ways before going through a green light. Always.
I am glad you are okay. There are so many people around here who run red lights (or stop signs), that I always look before I go… even so, it's very scary. It's aggravating that people are so concerned with themselves and that minute or so (or less) they will gain that they disregard the very lives of those around them. For us I know it's just a matter of when, not if, we'll get in an accident and that just makes me SO MAD. You can only do so much to avoid the idiots out there… and there are so many of them out there. Again, I am really glad you are okay. It's aggravating that those stupid teenagers probably have no clue as to what they did. Is there any way to get all stupid people banned from driving? It's not all teenagers, either, unfortunately. Some old gal we saw the other day was driving like an idiot and putting on her lipstick while looking in her mirror. Sheesh.
By Holly on 2007 01 31
Oh wow! Glad that you guys made it out of that predicament. I really don't like other drivers. I thought everyone had to go through the same defensive driving class….NO?...they just get their license after 1 good test?....yeah, some people should not be allowed on the road. enough said!
By Marjorie on 2007 01 31
And the worst part is, those teenagers probably didn't give it a second thought. But hopefully, one day when they have babies, they'll understand too.
I've always been a Maw-Maw driver, even at the age of 16, so happily I skipped that stage.
By Renee on 2007 01 31
I second the looking both ways twice before going through a green light.
I lived in Spokane for a few years. Capital of the red-light-runners. Every single red light would be followed by 5-8 cars - even while your lane is green. Even saw a fire dept vehicle be the 4th or 5th car through a red light. I've been almost killed in that town more than any other time in my life. A black Suburban at 2nd and Lincoln. A gray Suburban at I-90 and Pines. A Roto-Rooter guy at Pines and Mission. A furniture delivery truck at Division and 1st. And too many semis to count (yes, even the semis run the lights). Ugh, it's making my blood pressure go up just to type this.
By Lanna on 2007 01 31
This is why 16 yr olds should either 1) not be able to drive or 2) have to take a serious driving class..none of the usual easy cheesy bullshit that everyone takes. Seriously. Teen and 20-something drivers scare me. I even scare myself sometimes!
Glad ya'll are okay.
By texasbelle on 2007 01 31
Very glad you are okay.
F*cking teenagers!
See, I am willing to say the four letter words for you.
By mdvelazquez on 2007 01 31
Glad your ok! And Anne's right 16 is just too young. God , I know I shouldn't have been driving at 16. But I was. Maryland just bumped the age to 18. Hopefully when my kids are older they'll have bumped it to 21.
By kelli on 2007 01 31
Reading this made me take a deep breath because I also had a close call yesterday. I don't think my situation involved teenagers ... the other vehicle was too big and too expensive than one normally driven by teenagers around here.
It sucks that people don't think and drive.
By Bonnie on 2007 01 31
Oh my gosh. How scary. I'm so glad you all are ok. I would have gone home and stayed there too. Teen drivers really are scary. They get their friends in the car and they worry abou the radio and looking at themselves in the mirror an the rest of us pay for it.
I know what you mean by "on the other side." I often wonder when it happened that all of a sudden I was the grown up. I now look at teenage girls and think they don't have enough clothes on. And I'll see teenage boys revving up their cars and think about how I wish I could call their mothers.
By Christine on 2007 01 31
So glad those asshats didn't cause a serious accident!
By Sarah on 2007 01 31
Guilty: "These are the types of encounters that make mothers seem like complete spazes to their teenage daughters."
my god it's a fine line and i do remember my mom trying to explain that one day i would understand. now, i do and man it's scary.
By piglet on 2007 01 31
VERY glad that you are all ok. The EXACT same thing happened to me a while back.
By Carmen on 2007 01 31
So glad you are all okay. Give LB an extra tight hug and then relax as best you can. They are stupid teenagers. I remember many, many close calls that I have had over the years (seems more up here in the Woodlands - rich kids given expensive cars by their folks) and they are usually teenagers.
By Margaret on 2007 01 31
Sheesh! Being in a colllege town, I have learned to always pause extra long because college kids around here run red lights all the time. I'm so glad yall are ok.
By Magnolia Mom on 2007 01 31
I'm so glad to hear you're all okay. Hold your loved ones extra close tonight.
By Sallyacious on 2007 01 31
I am SO glad all three of you are safe and OK. What a scary, scary ordeal and a split second could have made the difference. Unfortunately with "kids like that," it sometimes takes them having a car accident before they wake the hell up.
I frequently curse the assholes who run the four way stop one block from our house. And they do it CONSTANTLY.
Glad you're guardian angel was watching over you.
By Jamie on 2007 01 31
Geez that's scary. I'm so glad you're both OK. Thank you for sharing this to remind us all to be safer drivers. It's easy to just cruise through our days, lost in our thoughts, not remembering that people are killed in car accidents every day. I'll sure pay more attention after reading your tale of caution.
By Colleen on 2007 01 31
Amen , and I'm so gla and you guys are okay! My sister and I were two cars behind my mom and BIL in Phoenix one day when the same thing almost happened to them…it was really scary.
By sarahgrace on 2007 01 31
Hey Leslie-
So glad it was a miss. I am sooo glad you are both ok.
Take it easy, take it slow. Too bad you can't buy idiot repellant. Hugs.
By Jessica on 2007 02 01
How scary, and I am *so* glad it was a near accident - not a true accident! Little miracles…
I've posted on this very topic (crazy ass teenage drivers) back in '05. It is scary - I have do drive through the worst part of it every weekday while driving to school and back. Really, to go a step further, I am scared to death because the children today are eventually going to grow up and be in charge of something…which should put a fear in all of us. Our future - it ain't looking so bright.
By Charla on 2007 02 01


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December 18, 2013
Starr Pinkowski is the Ticonderoga Area Chamber of Commerce Volunteer of the Year. From left are Matthew Courtright, chamber executive director, Pinkowski and Assemblyman Dan Stec.
Stories this photo appears in:
Ticonderoga Business of the Year recognized
Chamber presents annual awards
The 2013 Business of Year in Ticonderoga has made some sweet contributions to the community. Dunkin' Donuts garnered the honor at the annual Ticonderoga Area Chamber of Commerce volunteer appreciation dinner and awards ceremony recently.
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YouthPride - Get Involved Today
GLSEN NYCR Youthpride
Who are we?
YouthPride is a student led meeting that centers around helping LGBTQ students and allied students discuss matters in our community, schools, and in their Gay Straight Alliances (GSAs) that they have in their schools. YouthPride provides leadership development and an opportunity to help plan activities around GLSEN's Days of Action and Days of Support.
When do we meet?
YouthPride meets every first Friday of the month (except January) at Professor Java's on Wolf Road in Colonie from 6 to 9 pm.
Dates for the 2014-2015 school year:
October 3rd
November 7th
December 5th
January 9th
February 6th
March 6th
April 10th
May 1st
YouthPride is open to all students, especially those who would like to make a difference in our community and help create a safer environment in our schools regardless of race, gender, and sexual orientation. YouthPride also sponsors events and safe spaces for all youth in our community and is easy to join while costing the students nothing.
For more information or questions contact us at email@example.com or email@example.com


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Robert R. Russ, 80, Milan, died Wednesday morning in Stein Hospice Care Center, following a brief illness.
He was born April 26, 1927 in Berlinville, Ohio. He attended Milan High School. He was employed as a heavy equipment operator for Chapin and Chapin and T.J. Hume, owned and operated Bob's Gulf Service Station in Milan, and retired from the Ohio Turnpike Commission. He served in the Navy during World War II on the USS Ingraham. He was a member of Edison Memorial United Methodist Church, past member and president of the Norwalk Eagles, past president of the Lions Club IOOF, and a member of the American Legion.
Robert is survived by his wife of 59 years, Wilma Jean (Doerner); his daughter, Nancy (Tom) Gfell, Milan; his son, Gary (Lisa) Russ, Gahanna, Ohio; eight grandchildren; five great-grandchildren; two sisters, Juanita (William) Lambert and Kathleen (Andre) LaVine, both of Milan; and nieces, nephews and other family.
He was preceded in death by his parents, Theodore and Irene (Greenhoe) Russ; and his grandson, Matthew Gfell on Dec. 3, 2004.
Friends may call from 2-4 and 6-8 p.m. Friday at Groff Funeral Home, 1 South Main St., Milan. Funeral services will be 11 a.m. Saturday at the Edison Memorial United Methodist Church, 10 E. Church St., Milan; the Rev. Jeffery Stoll will officiate. Burial will follow in Milan Cemetery.
Memorial contributions may be made to Edison Memorial United Methodist Church, 10 E. Church St., Milan OH 44846, or Stein Hospice, 1200 Sycamore Line, Sandusky, OH 44870. Condolences may be made at grofffuneralhomes.com.


text: Healthy Recipes Red Beans and Rice With Pork Recipe E-mail recipe Print recipe To save this recipe, register now! Quick Info: Servings Contains Red Meat Nutritional Info (Per serving): Calories: 278, Saturated Fat: 0g, Sodium: 166mg, Dietary Fiber: 14g, Total Fat: 2g, Carbs: 52g, Cholesterol: 4mg, Protein: 15g Exchanges: Starch: 3, Lean Meat: 1 Carb Choices: 2.5 Recipe Source: More Diabetic Recipes Prep Time: 35 mins Cook Time: 2 h 15 mins Rest Time: 1 h Total Time: 2 h 50 mins Ingredients 1 pounds beans, red kidney 1 ham hock, smoked pork 1 medium onion(s), chopped 1 medium pepper(s), green, bell, chopped 2 stalk(s) celery, chopped 2 bay leaf 1/4 teaspoon pepper, cayenne 4 clove(s) garlic, minced 1/4 teaspoon salt 5 cup(s) rice, brown, hot cooked Preparation 1. Rinse beans. In a large Dutch oven, combine beans and 6 cups water. Bring to boiling; reduce heat. Simmer for 2 minutes. Remove from heat. Cover and let stand for 1 hour. (Or place beans in 6 cups water in Dutch oven. Cover and let soak in a cool place for 6 to 8 hours or overnight.)2. Drain and rinse beans. Return beans to Dutch oven. Add pork hock, onion, sweet pepper, celery, bay leaves, cayenne pepper, garlic, and 6 cups fresh water. Bring to boiling; reduce heat. Cover and simmer about 1 1/2 hours or until beans are tender, stirring occasionally. (Add additional water during cooking, if necessary.)3. Remove pork hock. When cool enough to handle, cut meat off bone; coarsely chop meat. Discard bone. Return chopped meat to Dutch oven. Return to boiling; reduce heat. Simmer, uncovered, for 30 to 40 minutes more or until a thick gravy forms, stirring occasionally.4. Discard bay leaves. Stir in salt. Serve the bean mixture over hot cooked rice. Return to Healthy Snacking Center E-mail recipe Print recipe To save this recipe, register now!


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Within a minute of starting our
interview, Ashley Parsons admits to having "freakish Hobbit feet."
And Jeremy "loves 'em." That's a good indicator of the Parsons'
funny couplehood and ability to make light of just about anything.
These two Kansas City photographers share the story of finding their
calling during our interview. (Image below courtesy of Image is Found)
The Parsons met nine years ago after
being set up by a mutual friend. Jeremy was living in Hawaii
attending a "missions-training deal" "studying the Bible and
stuff like that" while Ashley was state-side. They e-mailed,
chatted, phoned it up, and fell in love. Says Jeremy: "I knew when
I stepped off the plane, before ever having met this girl in person,
that this girl was going to be the woman I married." The two were
married nine months later, and Ashley totally drank champagne at her
wedding…underage. Oh, the rebellion!
Ashley worked as a natural childbirth
coach, and was helping women to experience bringing peeps into the
world without drugs. She transitioned into a bit of birth
photography, loving the ability to capture the emotion doulas
experience on a day-to-day basis. At a booth Ashley purchased to
tout her coaching abilities, a girl approached her to shoot her
wedding. Ashley said she was crazy, she wasn't a photographer…
But when that bride kept contacting
her, then got her fiance on board, Ashley gave in and made her sign
"a thing saying that when the pictures are all awful you won't
sue." Armed with kit lenses, a new dSLR and an external flash,
Ashley translated a couple's love into images. She says photography
has always been "just a way to experience life." She was happy to
grow up in Africa running through the forest shooting film, and
treasures her photos from that time.
In October 2007, Mrs. Parsons roped
Jeremy into being a second shooter. He "fell in love with wedding
days," saying "it's so great being with people on their best
day." The two of them are happy to have found the freedom that
leaving a 9 to 5, having time with their kids, and sharing the
experience of being artists while documenting couples in love.
The Parsons took the plunge into
full-time business at the urging of Nate Kaiser, who put things into
perspective: "What's the worst that could happen?" Like,
really. Are people going to die? Are countries going to fall into
the ocean? Worst case scenario, you're going to have to move back in
with your parents. And lose money. The Parsons were okay with that
prospect, and have been soaring ever since.
"The worst that could happen isn't
actually that bad."
They were up front with their clients,
saying that they weren't following rules and didn't know what they
were doing. "You're gonna take a risk with us," they told brides
and grooms. And the couples keep taking risks. The Parsons have been
crazy-busy, running a business that's fed by word of mouth. They're
also thrilled to have made personal connections with other
photographers who are willing to refer the Parsons at regular
The Parsons experienced a bit of "us
being stupid" at the end of 2007, priced at just $2,000 for a DVD
of images. They managed to book over 45 weddings, but very nearly
burned out. They were tired and grumpy and Jeremy said "If I have
to hear Brick House one more time, I'm gonna shoot somebody."
When they realized they could have shot
NINETY weddings in 2008 at that price, they changed their pricing
structure and wouldn't let couples who don't laugh at their jokes
book them anymore. Pricing fixed, they now hone in on their perfect
clients with a survey that hones in on what's important to the
As for what's important to the Parsons:
one another. Photography. Family. Love. Stupid jokes. Hear 'em at
the interview, then comment on their blog with mad love.


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The Standard hotels are our primary hotel choices in this location, though availability is not guaranteed. If a given hotel is not available for your tour date, we will reserve you a room at a hotel of similar appeal and quality in the same area.
Hotel Cabañas Paraiso is located on San Fernando Island, offering beautiful views of the islands, Lake Nicaragua, and surrounding volcanoes.


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ILMAR TASKA, Creative Consultant
Ilmar serves as Creative Consultant/Development for House of Film, bringing his expertise in several areas, including the international film industry and the world of fashion, to House of Film's new fusion distribution business model.
Most recently, Ilmar directed and produced the feature films "Thy Kingdom Come," a psychological horror movie about the end of the world, and "Set Point," a psychological drama starring international super model Karmen Kass. He is currently in pre-production on a feature film about John Lennon, based on the life of the singer's former girlfriend May Pang.
After the fall of the Soviet Union, Ilmar returned to his native Estonia to become founder, president and CEO of Kanal 2, a private terrestrial television network. Kanal 2 was launched as a small weekend channel, but over the next five years he successfully developed it into the nation's market leader. During that time he created, produced and directed a number of the network's successful original programs, including "Spring Tales" and "Decide Yourself."
Before taking the helm of Kanal 2, Ilmar produced "Candles in the Dark," starring Chad Lowe, Alyssa Milano and Maximilian Schell, and was producer and co-author of "Back in the USSR," starring Roman Polanski, Frank Whaley and Natalya Negoda.
Previously, Ilmar produced and directed the "Best Foreign Picture" segment for the 62nd Annual Academy Awards telecast.
Prior to serving as a consultant for Disney Film Festivals in the USSR and as vice president of international affairs & co-production for the American-Soviet Film Initiative in Los Angeles, Ilmar directed "Legends of Hollywood" for CTV and served as editor of the New York-based "Video Fashion." Before that, Ilmar served as director of feature projects for Fries Entertainment of Los Angeles.
Ilmar earned a Master of Arts degree at VGIK, the Film Institute of Moscow. He also pursued additional studies at Dramatiska Institutet in Stockholm, and in Daniel Mann's directing master class in Los Angeles.


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Other Canes' Grades From Week 2
Mark D'Onofrio. If I am going to rip him when the defense underperforms, and lord knows I have, then he gets credit when the defense wins a rivalry game. They played hard and battled.
While the Gators had some success moving the ball, the Canes repeatedly rose to the challenge, and with the outcome in the balance, forced another turnover to ice the game. In many respects, this was a vintage Miami defensive performance. Another sign of good coaching? Two of the five turnovers the Canes forced came directly after a timeout.
Well, I have to pick something, although with the way the defense played it is really hard to say something negative. But if I want to single something out, the Canes did give up over 400 yards and only forced two three-and-outs, which is something you would like to see improve going forward.
Notable Notes and Plays
On the Gators first drive of the game, they had a rhythm going when Florida receiver Clay Burton took a cheap shot on Canes cornerback Ladarius Gunter after the play was over. The subsequent 15-yard penalty stalled the Gator drive, and they fumbled two plays later.
- One area where Miami will need to tighten up defensively is on the read-option. In general, Florida struggled running between the tackles while they had more success running wide.
- Curtis Porter put in an incredible effort. In addition to clogging up the middle and forcing the Gators to employ more outside runs, he also chased down several plays from behind. One particular hustle play resulted in his first quarter fumble recovery. A man his size moving that well for an entire game in the South Florida humidity is a testament to the work he put in in the offseason.
- The Gators made a concerted effort to pick on Antonio Crawford, and were rewarded with a few big pass plays. Solomon Patton caught a 46-yard pass over the top towards the end of the first quarter. In the second, Trey Burton caught a 17-yard pass in front of Crawford on 3rd and 7. One of the reasons the Gators tried to pick on Crawford is that Gunter and Tracy Howard are locking down wideouts, forcing opponents to target the third cornerback.
- The 2012 recruiting class showed huge in this game. Tracy Howard, Rashawn Jenkins, and Tyriq McCord all forced huge turnovers. One of the preseason issues I raised with this defense was that if youth was causing problems last year, there should be a massive leap forward this season. So far, there has been, and the play of this trio shows how much a year of seasoning has helped.
- Tyrone Cornelius struggled against Florida Atlantic, but had two massive impact plays on consecutive series and actually forced both of Florida's three-and-outs. With the Gators facing a 3rd and 2 on their own 44, Cornelius blew up an option play, first by forcing an early pitch by Driskel, and then by forcing the back inside where the help defense could clean the play up. He won't even get credit for a tackle, but it was textbook. On the next drive, Cornelius batted down a would-be first-down pass.
- Six of Florida's points came off a blocked punt inside the 10, making Miami's defensive performance even more impressive.
This performance was the antithesis of what we saw last year. The Gators tried to overpower the Canes' defense and could not. This was despite a completely ineffective Canes offense which did not help the defense at all.
At one point, Florida tried to employ the Notre Dame game plan from last year, running right at them on eight consecutive plays. They ended up failing on a fourth down. That summarized the defensive improvement. Mark D'Onofrio also did an excellent job mixing up man and zone coverages, and for the most part, the Miami defense looked to be in sync.
One thing that definitely jumps out at you when comparing this defense to last year's is how the defenders are swarming to the point of attack. Because of this, we are seeing almost no missed tackles. In fact, I can't remember a missed tackle from the Gator game.
The one negative is really the last Gators touchdown drive. Granted, it could be classified as a garbage-time score, but with the Canes up 12 with just over 3:29 left, the only thing the defense had to do is not give up a quick touchdown. And that's exactly what they did. Even worse, the Gators went 53 yards in the final two plays. This actually allowed Florida to get the ball back.
It didn't hurt Miami on Saturday, but in the future, they need to tighten up in that situation.
Grade: A
A+ would have been if they held Florida to less yardage and forced a few more three-and-outs, but this was very close to as good as it gets. Forcing five turnovers and a turnover on downs, and conceding six of the 16 points on a short field with another seven coming with the game all but decided. If the Canes can continue to put forth this sort of effort and execution, this team has the chance to be really special.
Vishnu Parasuraman (@vrp2003) is a consultant in the Washington, D.C., Metro Area and an editor of the Sebastian's Pub blog. His work has also been seen on Grantland. He is a graduate of the University of Miami with an MBA from Carnegie Mellon University.


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Fairygirl scunnered lol just go to the GC and treat yourself think if we could get a spell of good weather that would give everyone up here a lift anyway you look after yourself.
Morning all just in after doing morning check Fairygirl weather same here raining and has been all night. As you say about your BP time do do your walking again if that's going to bring it down got to look after your health and try and don't let things worry you to much take care. Going to take my library books back then one of my school footballers is playing in a rugby competition and everyone says he's really good so going to watch him for a little while he asked if i would go. Then back home and into greenhouse still 2 hanging baskets to do and single out more seeds oh plus a shopping to do.
Morning Dove think both of us posted at same time nice and early have a good day.
Morning all it's bright but fresh here this morning sun trying to get out forecast for weekend not good just have to be inside work then. Well it's off to work now got a health & safety walk round with the council and fire brigade no doubt i will get asked plenty questions as normal. Then back home at 6.30 for my dinner and some gardening all weekend no matter the weather jobs to be done inside and outside like everyone else have a good weekend all keep gardening.
In from work at 4.40 and quick change then sow a packet of Cosmos mix seed now for dinner then out to build a bench for the greenhouse we finished on Monday. It's great to see some colour in the garden now after that great day on Tuesday here got pinks & blues Cornflowers out in the front garden both Azalea's now starting to flower nice pink colour in greenhouse in tubs plus Fuchsia buds turning red just need more heat please. Going by all the post everyone busy now the weather has picked up more so down south but hey us up north don't worry our turn will come soon and will last i hope due a good summer.
Hopefully they have set up something that when the word kitchen appears it won't let you post lol.
Morning all decided to keep posting thanks everyone hopefully the kitchen pests will go away. Nice morning but a little fresh just done my check everything fine must say my bleeding heart bare root i planted in March is taken off as with the lilies beetroot,carrots,cabbage and tatties are all showing well now. I will take some pictures within the next few weeks to put on here for you all to see it's nothing fancy but have done lots to make it better looking have a good day all.
Morning all Hi Dove the site is getting let down with all this spam and i think pash has had a BUMP on the head looks like another spam. Think i may have a break from the site for a little while and see if things get better have a good day all.
Just popped in for lunch and hosed down both greenhouses roofs and floors to cool them down a bit. Back in at 4.30 then plants to get ready for the gardening club tonight and if time i will sow some veg seeds all going well back to work for me then enjoy your day all.
Morning all nice weather this morning here good day ahead done my morning check before heading off to work. Got my glass in yesterday had to go and get some from a man in the village with tomato houses he's taken 3 down so he is advertising 2ftx2ft panes on gumtree for £1.50 so i got some extra for the future just in case. Gardening club tonight AGM last meeting need to fill the car boot with young plants for the sale table 3 outings before starting back on Sept. By the way anyone know where can i get a cheap kitchen space wasters bet there all on the DHSS.


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The following case study is based on an actual, ongoing request for data. It highlights some very negative aspects of uncontrolled data sharing.
Under a state-specific Public Records Statute, data collected by public employees, including faculty at the state university, become a public record and therefore the property of the state. In addition, this state law specifies that such data must be made available upon request.
Recently, an epidemiologist at the state university completed a large health and environment survey in a population residing in small communities adjacent to large livestock-breeding facilities. They noted a correlation between proximity to these livestock-breeding facilities and adverse health outcomes.
The lobby group for this particular segment of the agricultural industry wanted to see the data from this survey. The attorneys for the lobby group sent a letter to the investigators requesting the data. In the letter, the attorneys requested any and all descriptions of the scope of the study, the work conducted, the results, opinions, and other conclusions drawn from the study. They also requested any and all documentation of the results, including notes and other records from site visits and interviews; samples and tests; any calculations or other forms of analysis; any documents defining the scope of the study; information on sources of support for the study; and the identities of all persons who worked on or contributed to the study, including interviewees. The attorneys wanted to evaluate the veracity of the findings linking proximity to livestock-breeding facilities and health outcomes. Moreover, they wanted to assess whether reporting findings were defamatory. They requested that the data be delivered within 5 days. If the data were not delivered within that time frame, they were filing an action in the state court to compel the investigators to provide the data and to seek other remedies.
The investigators were suitably alarmed by the letter and brought it to the attention of the attorneys for their university. Upon advice of counsel, the investigators provided a redacted data set, one stripped of individual identifiers and sampling maps to protect the identity of the subjects and communities that participated in this study.
The attorneys for the agricultural lobby found these data to be not fully responsive to their request. They wanted to know the areas where the research was conducted and the identity of the farms whose effects were being measured. Specifically, they were requesting the paper copies of questionnaires, paper copies of coding sheets that were sent to the data entry service, study area maps, larger area maps of the study areas, and the electronic data base and paper copies of the master interview log sheet. While they had retreated from the earlier position of asking for subjects' names and addresses, the investigators feared that location data sought in the second request plus the redacted data set would allow the attorneys to pinpoint participants. The attorneys, in turn, claimed that without this data, they could not investigate the validity of the results. Again, the attorneys mentioned the possibility of taking action with regard to defamation of character of the livestock breeding industry.
Upon advise of counsel, the investigators provided paper copies of the questionnaire, paper copies of coding sheets for interview data, and the electronic database and paper copies of the master interview log sheet. However, the investigators removed all personally identifying information before making copies. They feared that the powerful livestock breeding group would harass the participants in this study, as they had harassed others critical of their industry. None of the maps were released because they would put the identity of individual research subjects at risk.
This is where this case currently stands.
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text:
Correction to Secor, Florence Peak (S)
by Richard Vassar
From Franklin Pass I headed east through an area with large rock outcroppings toward the base of Florence Peak. The easiest route, as I soon discovered after trying to find a route between the large rocks, is to stick to the scree just below the rocks on the south side of the pass. Two sizable snowfields remained on the northeast ridge of Florence Pk. On the way up I went below and to the south side of the two snowfields. Near the summit, large boulders made the climbing borderline class 3 in spite of the class 2 rating in Roper and Secor. I summited at noon. There was a excellent view from the summit (elev. 12432 ft) with Franklin Lake and Tulare Peak below and the Kaweahs to the northeast. I found the register box (an ammo can) and unfortunately both register notebooks were damp. I signed in and noticed that a few parties had done some of the technical routes on the northwest face above Franklin Lakes earlier this year.
The information in these pages is provided by interested volunteers and has not been field checked. R.J. Secor, The Mountaineers and the Sierra Club are in no way responsible for the accuracy of any route advice on this web site. Safe climbers must be able to understand the terrain and topography of the area they travel in, and they must make wise route finding choices based on their own knowledge, experience and observations.
Return to the index of corrections to
RJ Secor
The High Sierra: Peaks, Passes and Trails
(1st edition) at
View the archive of trip reports at
to the webmaster


text: As the Royal Rumble approaches the list of 28 competitors is starting to shape up a little bit. Here is a look at the confirmed names as of today: Fandango, CM Punk, Rey Mysterio, Batista, Alberto Del Rio, Kofi Kingston, The Miz, Big E Langston, Xavier Woods, R-Truth, Cody Rhodes and Goldust. While I am sure we will see most of the mid and upper guys in the Rumble; for me the fun is when we see the surprise Rumble participants.


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Yesterday, it was announced that Mandy Moore would host Gen Art's "Fresh Faces in Fashion" event on October 10. Well, now Maggie Gyllenhaal has been signed up to host another Gen Art show, this one the night before, October 9. This time, Gen Art teams up with Soy Joy snacks to present "Fashionably Natural," hosted by the star of the biggest grossing movie of the year, "The Dark Knight." Finally, somebody figured out that having celebrities at L.A. fashion shows was a good idea – New York figured that out a LONG time ago. And having them HOST fashion shows is an even bigger draw. So WHAT if it costs money to hire them to do these gigs? It's totally worth it, just to insure an audience draw.
This second Gen Art show will feature four other new L.A. emerging designers: Brigid Catiis, Popomomo, The Battalion and Velvet Leaf – these companies work in all natural environmentally friendly fabrics. It will also be held at the Petersen Automotive Museum at Fairfax and Wilshire, at 8 pm, with an after party that will run till 11 pm.
And Soy Joy, in case you're interested, is an all-natural snack made from soy, real fruit, and delivers vitamins and minerals in snack form. For those of us who live for Whole Foods, we're always happy to know about new healthy snacks.
For more info, go to Genart.org. And even if you don't care about environmentally friendly fashion lines, you probably DO care about seeing Maggie Gyllenhaal – her fashion choices are always interesting. And maybe her brother Jake will show up – with Reese. We can only hope.


text:
Battle of the Sexes, Volume 2
Serena vs. the Men- by Kevin Fixler
Forty years after Billie Jean King's 'Battle of the Sexes' tennis match, the question returns: can an unstoppable force on the women's side beat a man?
"If I were to play Andy Murray, I would lose 6–0, 6–0, in 5 to 6 minutes," Serena Williams told David Letterman on the Late Show last week. "I wouldn't do Billie Jean any justice, so Andy, stop it. I'm not gonna let you kill me."
The No. 1–ranked women's tennis player was responding to a challenge that Wimbledon champion Murray issued in June. Williams indicated that the debate over arguably the greatest female player of all time versus the men should remain exactly that—a debate. "Yeah, maybe we can have a little bit of a showdown," Williams joked at Wimbledon. "I get alleys. He gets no serves. I get alleys on my serves, too. He gets no legs, yeah."


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- Contents
Medicine at Cambridge: The first two years
Welcome to Cambridge, and congratulations on gaining a place to study medicine. This is the beginning of an exciting and challenging time: going to University, perhaps leaving home for the first time, and embarking on a demanding course which will lead you to qualification in a highly respected profession.
This booklet provides a general introduction to the Cambridge medical course for students starting their course in October 2013 and covers mainly the first two years.
Dr David Good
Director of Education (Biological Sciences)
The Aims of the first two years of your Medical Education
Our ever-increasing knowledge of biology, physics and chemistry provides the fundamental underpinning to the practice of medicine. The first two years of your medical course is designed not only to give you a thorough knowledge of that science base, but also to make you aware that because this knowledge base is continually changing, you will need to develop this knowledge and its application during your professional career.
We will encourage you to adopt an approach to learning based on curiosity and the exploration of knowledge rather than on its passive acquisition, because we believe it is important for you to develop this ability to apply new knowledge, and to adapt to changing circumstances in your professional life.
We will also help you to develop your intellectual skills, such as the understanding and interpretation of scientific evidence, problem solving skills, and skills in oral and written communication; skills which can be transferred to later stages of your medical education.
However, being a doctor involves much more than just knowing about biomedical science and the effects of illness on people. By the end of the first two years we aim to give you a sound grounding in the basic knowledge and skills necessary for working with patients in the clinical part of the course. These include certain technical skills, and the skills of listening and talking to people, generically known as communication skills which are essential for a doctor.
We expect you to practice and develop these skills, both in the Preparing for Patients programme, and also in the supervisions arranged by your College. Do participate in supervisions - they are not just teaching sessions, they are learning sessions, and learning requires self-expression. Also, ask questions in practical classes; the demonstrators are there to help.
Finally, we aim to introduce you to the fact that doctors have an obligation to practice medicine in the best interest of patients, and that this obligation requires not only knowledge and skills, but development of certain attitudes to your work and in your approach to it.
Section A - Your Duties as a Medical Student
The behaviour and performance of all medical professionals, including student doctors, is regulated by the General Medical Council. During your first year you will be sent a copy of the General Medical Council's (GMC) "Duties of a Doctor." This summarises the duties of a doctor registered with the GMC and you should familiarise yourself with these as they apply equally to your private and professional lives. However, from the very beginning of your course, you will be expected to behave in a manner appropriate to a medical professional.
At your first introductory session you will be admitted to the Medical Student Register, a copy of which is included in this handbook. Please read this carefully, because in signing this Register you are making a formal commitment to observe the standards of attitudes and behaviour appropriate to an entrant to the medical profession.
Standards of Behaviour
As a student of the University, you are subject to the disciplinary provisions set out in the University Statutes. As a student doctor, you are studying for a degree that will automatically allow you to register provisionally as a medical professional. During your studies you will be working within this professional environment and the General Medical Council (GMC) expects you to behave in a manner appropriate to your future role.
The standards of behaviour expected of you are set out in guidance published by the GMC and Medical Schools Council: "Medical students: professional values and fitness to practice" (November 2009), paragraphs 15 – 38;
The University has also agreed a Code of Conduct for student doctors to guide you during your studies. This is reproduced on page 5 of this booklet. You are expected to have read this and the GMC guidance before you come up toCambridge. Make sure you understand these and if you have any concerns consult your tutor.
On the first day of term you will be asked to confirm that you are willing to adhere to these standards by signing the declaration which is copied at the end of this booklet. Your name will then be entered in the Medical Student Register and this entitles you to have patient contact, which begins in the first year of medical studies. Throughout your course you will receive reminders about the importance of the Register.
Students whose health or conduct give rise to concerns that they may be a risk to patients will be removed from the Medical Student Register and will be subject to Fitness for Practice procedures. This can lead to students being prevented from entering the Final MB examinations for the award of the MB/BChir. Provisional registration with the GMC is subject to a declaration of fitness to practise.
Details of the - Fitness for Practice procedures
And on page 230 of the University's regulations
Although most of the teaching which you receive during years one to three is under the supervision of the Faculty Board of Biology, it is the Faculty Board of Clinical Medicine, working through the Director of Medical Education in the Clinical School, which is formally responsible for the supervision of your contact with patients.
Reproduced here is the University's formal Code of Conduct for student doctors. On the first day of your course you will be asked to sign a declaration (reproduced at the back of this handbook) stating that you have read these documents.
Medical Students Code of Conduct and Guidance
Respect others: patients, professionals, teachers and fellow students.
Treat patients politely and considerately, respect their views, their privacy and their dignity; respect the right of patients to refuse to participate in teaching.
Guidance note
Be an effective and discreet communicator.
Always make clear that you are a student and not a qualified doctor; be aware of your limitations and do not exceed your ability when giving information to patients. Understand, accept and agree to be bound by the principle of confidentiality of patient data and also of information concerning staff and students.
Do not use mobile electronic devices – cameras, mobiles, discs, data-sticks etc to record and store patient images or any other patient information; never use E-mail, social networking sites, 'Blogs', 'Twitter'. 'Facebook' etc to share information about patients.
Contribute to the review of teaching by completing feedback forms as requested by course organisers and reporting any difficulties as they arise through the appropriate channels.
Abide by rules and policies, follow procedures and guidelines.
You must be aware of and comply with the rules, policies (including Health and Safety), procedures and guidelines of the University, Colleges and NHS (Trusts and General Practices). Comply with the rules and procedures laid down by the Director of Education (Biological Sciences), Clinical Dean, supervising Consultant, General Practitioner, Ward Manager or their deputies.
Guidance note
Be in attendance for the hours as directed by any of those above and as required to gain experience of emergency situations. As doctors, you will have to make decisions not to go to places at the times you would like to because of your clinical duties. You have a responsibility to yourself, your financial sponsors and your future patients to complete your placements.
Comply with appropriate current and new health-testing requirements. Be aware of the risks and implications of contracting a blood-borne virus (BBV); contact Occupational Health immediately if you believe that you may have been exposed to a BBV infection requiring further testing and refrain from exposure-prone procedures (EPPs) until cleared.
Be open and honest.
Do not break the law in any way, never threaten violence, act violently towards others or act dishonestly.
Guidance note
Just one criminal conviction could jeopardise your career prospects in medicine.
Inform the Clinical Dean immediately if you are involved in any University or police investigation which may lead to charges being brought; concealment of involvement in a drunken brawl that may lead to prosecution may be viewed as an even greater offence than the incident itself.
Take care of your appearance.
Your appearance, personal hygiene and demeanour should always be modest and reasonably conventional.
Guidance note
The appearance of a student or medical practitioner should not be such as to potentially affect a patient's trust in that person's medical judgment or standing.
Always wear an identification badge and show your face so that you can be recognised by patients, teachers and staff. Head dress routinely worn for religious observance must not cover the face: facial expression is an important part of communication, showing your face also makes it easier for patients with a hearing impairment to hear you and/or lip-read.
When examining patients in any clinical setting, observe the clinical dress code: short-sleeved shirts or sleeves rolled up above the elbow; no wrist watches; only one plain band ring (without stones); no white coats; long ties only if securely pinned or tucked in.
Take action at an early stage when any problem arises.
Inform the Clinical Dean or a College Tutor immediately if you become aware of any personal problems arising which may put the health and well-being of patients at risk.
Guidance note
. making serious or repeated mistakes in diagnosing or treating a patient's condition;
Do not abuse drugs and alcohol.
Guidance note
Abuse of alcohol and other mind-altering substances may lead to behaviour that puts patients at risk; problems associated with such abuse, e.g. violent and aggressive behaviour jeopardise your career. Never obtain or seek to obtain drugs that have not been properly prescribed, prescription or non-prescription, for yourself or others by any means.
Student Support and Guidance
As a medical student and budding doctor you must now be prepared to take responsibility for your own actions and your own personal development. This means thinking about what you do and in particular, facing up to and dealing with problems in the context of your work and relationships with others. However, the University has many support systems in place. For a compendium of essential information for any student in the University see the on-line student gateway.
Motivational problems - Are you on the right course?
If you are having serious doubts, talk about them immediately with your Tutor and/or Director of Studies. There are students who realise, having got to this stage, that it was all a big mistake. If you really do want to get out, then don't hesitate to say so; it is never too late to change your mind. Cambridge offers exit routes from medicine into other Triposes, so you can still acquire a degree. Many students study subjects which contribute greatly to the practice of medicine, e.g. genetics or pathology, without becoming a medical practitioner.
Are you having difficulty coping with the demands of the course?
Again, talk to your supervisor and /or your Director of Studies. If you have a serious problem they will help, or in some cases direct you to sources of professional help such as the Counselling Service, but the College Tutorial system should be your first port of call.
You can, however, seek support from the Counselling Service directly if you prefer:
Are you having Academic problems?
Begin by asking your College Supervisor in the appropriate subject, but University teachers can be approached if a problem remains unresolved and, in practical classes, demonstrators are on hand to deal with immediate queries. Problems with lectures and practical sessions can be raised with those who are lecturing or running a particular class.
Complaints or concerns about other students or staff
The Student Code of Conduct requires students to 'take action at an early stage when any problem arises'. All medical students should seek advice if they think another medical student has behaved in a way that suggests that he or she is not fit to practice; examples of such behaviour include:
• misusing information about patients;
• treating patients without properly obtaining their consent;
• behaving dishonestly in financial matters, or in dealing with patients, or research;
• making sexual advances towards patients;
• misusing alcohol or drugs.
Complaints and concerns about your fellow students should be raised in the first instance with your College Tutor or Director of Studies. Complaints about academic staff should be raised with the relevant course organiser, or with the Director of Education (Biological Sciences). The University has a formal student complaints procedure.
Monitoring and mentoring student progress
The General Medical Council has certain expectations regarding the attitudes, behaviour and performance of medical students from the beginning of their course through to graduation and provisional registration and this guidance places the responsibility for monitoring this on the University.
In theUniversityofCambridge, much of the day-to-day responsibility for this rests with the college tutorial and pastoral care system.
This is backed up by the Medical and Veterinary Student Progress Panel, which will monitor the cases of students who for one reason or another may be having problems with the course.
The Medical and Veterinary Student Progress Panel
The College tutorial and pastoral system is backed up by the Medical and Veterinary Student Progress Panel, which maintains a general overview of medical student progression throughout both the preclinical and clinical course atCambridge. It will also monitor the cases of students who, for one reason or another may be having problems with the course. This may be because of illness, personal difficulties or due to repeated examination failures. The Medical and Veterinary Student Progress Panel consists of senior members of the School of Biological Sciences, the School of Clinical Medicine and Department of Veterinary Medicine together with College tutorial representatives.
In co-operation with Colleges, through the Senior Tutors and the College pastoral system, the Medical and Veterinary Student Progress Panel will review student cases with a view to offering advice about support for students who are encountering difficulties with the course. The committee is not a disciplinary body and is set up to provide support for students and Colleges. Its basic remit is to try to ensure that students have a timely and, as far as possible, trouble free progress through the course. A more detailed description of the Panel and its functions can be found here.
However, the Medical and Veterinary Progress Panel is aware of the GMC expectations of medical students and it will have the option of referring cases which raise serious concerns to the Fitness for Practice Committee. Details of the Fitness to Practice procedures can be found here.
And in the University's regulations.
Patient Safety - Your Legal Position as a Student
Even as a trainee Doctor, the safety of patients must be your paramount concern.
These notes are taken from the Clinical Course Guide and set out broad principles and are intended to clarify the legal position for student doctors in regard to work undertaken with patients. For these purposes, a student is one who is registered on the Clinical School's Medical Student Register and who has access to patients as part of an agreed attachment under the supervision of a specified medical practitioner.
Specific Points for Students to Note
Identification: Always wear a badge, identifying you as a student doctor, and introduce yourself as such.
Permission: Always obtain a patient's permission to see/examine him/her.
Laboratory Investigations: Do not initiate X-ray or other diagnostic investigations; never request blood for transfusion.
Practical Procedures: Do not perform any practical procedure nor give any medication (intravenous or oral) without authorisation and supervision by a medical practitioner.
Certificates and Documentation:
You may not: -
• make a formal diagnosis of death;
• sign statutory certificates (e.g. death) or prescription sheets;
• obtain patient consent;
• witness a patient's signature on any official hospital document;
• sign hospital accident forms;
• 'identify' patients before operation;
• check blood bags for transfusion;
• authorise any patient to be discharged from hospital (particularly A&E)
Levels of responsibility and potential legally dangerous situations
• All patients in hospital are under the care of a clinical team led by a consultant whose most junior member is normally an F1 trainee doctor. Any student carrying out clinical duties does so as an assistant to this trainee doctor. When the trainee doctor is absent he/she is required to designate another qualified doctor to cover him/her and a student may be an assistant to the official deputy. Whenever doubt exists as to patient management, seek assistance from a qualified doctor or, in obstetrics, from a certified midwife.
• A student's legal safeguard depends upon the supervision exercised by a named medical practitioner. The degree of supervision will vary and is determined by the practitioner; consequently students may find that on some firms they are allowed to carry out duties which are forbidden on others.
• Provided that you carry out only those tasks authorised by a Consultant or named deputy and perform the task on the basis of a standard procedure, there is little prospect of incurring legal liability. If, however, a patient were to suffer harm as a result of your exercising less than reasonable care, you might be held personally liable. If you had been given a task to perform for which you were not sufficiently skilled, a court would probably conclude that you were not to blame for having performed it badly.
• You may be guilty of negligence if, of your own accord, you undertake a task which you know - or ought to know - that you are not qualified or sufficiently experienced to perform.
• If you did injure a patient through lack of care or skill, or are negligent, you could in theory be sued, but in practice the patient would sue the Hospital Trust and the student jointly and it is unlikely that the hospital authority would refuse to assist a student with any defence that might be necessary, or to meet damages if awarded.
Medical Defence Organisations
If a patient suffered injury as a result of a procedure carried out by a student, a Medical Defence Organisation would be expected to support the member responsible for the student at the time, provided that the student had been authorised to undertake the procedure in question.
- Medical students must take advantage of the free cover provided by medical defence organisations before they meet any patients (i.e., at the start of Year 1). Students are not automatically indemnified against negligence but have nothing to fear provided they adhere to the general principles described above
- In the unlikely event of a patient being harmed and action being taken against a student, legal responsibility for negligence could, in theory, rest with a student although, in practice, that responsibility is likely to be carried by the supervising practitioner, NHS Trust or other body concerned. The fundamental principle is to undertake clinical work only under the supervision of a registered medical practitioner.
The level of responsibility which had been delegated to the student by the member must be held to be reasonable in regard to the student's experience and level of attainment.
Vaccination against Hepatitis B
This is not, repeat, not an option. You must be vaccinated.
Vaccinate yourself against cancer
Hepatitis B is a small DNA virus transmitted by blood contact, by sexual contact and perinatally (around the time of birth) from mother to child. It currently infects around 5% of the world's population and once infected, it is possible that you will carry the virus for life. Depending on the virus level in your body and the state of your immune system, you may be a highly infectious or low-level infectious carrier.
Infectious carriers will require increased screening if admitted to medical school and their clinical practice will be restricted should they be considered a potential infection risk to patients. Students or doctors who become infectious carriers will have problems in training and will not be permitted to specialise in disciplines in which they may put their patients at risk, e.g. surgery, obstetrics. In addition, their ability to perform the full range of care in other disciplines may be limited.
If you are not vaccinated, you risk infection from a needle-stick injury during your clinical practice. It is for this reason that Hepatitis B vaccination is compulsory. Our immune system is not very good at recognising and making a protective response against the Hepatitis B vaccine (unlike some of the other vaccines you have had, e.g. measles, mumps, rubella). Therefore, you must have three separate injections with the Hepatitis B vaccine.
It is vital to make sure that your Hepatitis B immune status is established while you are still a student and, therefore, among all the other things we demand of you, so is attendance at the vaccination sessions at Occupational Health. This is an absolute must!
Although you may already have begun to have the vaccine course and may even have a result confirming that you have responded, theClinicalSchoolpolicy is for all students to have their immunity verified by the local laboratory, so you will need a blood test. You will also be screened for exposure to tuberculosis, hepatitis C and HIV.
Should you need any further convincing, remember that being a carrier of the Hepatitis B virus may lead to liver failure and also gives you a greater than 100-fold increased risk of developing primary liver cell cancer. The reason that this cancer is still one of the 10 commonest in the world is almost entirely due to Hepatitis B. There are few reliable ways of preventing cancer. This is one, so take the opportunity.
Keeping appointments with Occupational Health
With around 300 new medical students to be processed through this time-consuming procedure in a short time, the staff responsible are working to tight deadlines under a great deal of stress; ensure you do not add to this by missing appointments or being late. If you are required to complete a course of Hepatitis B vaccinations by Occupational Health, staff will do their best to provide you with appointment times, which minimise (but which cannot completely avoid) interference with your academic work. Not all appointment times are totally convenient, and some may involve you having to get up rather early or missing part of a practical class. Too bad! You must not miss your appointment/s. Failure to keep an appointment for a trivial reason will be treated as a very serious matter.
What to do if you have problems.
It is an unfortunate fact that with a large student body, some individuals will encounter problems in their private lives, and these can affect their progress on the course. The table below gives a list of confidential sources of advice for many types of problem.
Confidential Sources of Advice
Student's College:
Director of Studies
Student Mentors
Dr David Good, Director of Education (Biological Sciences)
Dr Diana Wood, Clinical Dean/DOMECs
CUSU Welfare Officer:
Counselling Service:
Occupational Health Service:
Disability Resource Centre:
Mental Health Support Group: www.srcf.ucam.org/mhsg
CUSU Eating Disorders Support (EDS)
Cambridge Students night time Linkline:
University Church Chaplain: http://www.gsm.cam.ac.uk/chaplaincy/chaplaincies/
General Practitioner: University or Family
NHS Direct
National University Counselling Services:
Centre 33 Information & Counselling Service:
Cambridge Racist Incidents Support Project
Alcohol Concern: www.alcoholconcern.org.uk
Rape Crisis:
Down Your Drink NHS online alcohol reduction programme: http://www.downyourdrink.org.uk/
GMC- supporting students with mental health conditions (PDF flyer)
Section B Course and Assessment Information
Outline of the Medical Course
In the first two years of the course, you will study biological sciences relevant to medicine both as subjects in their own right, as well as means to solve medical problems. The official title of the course reflects this: it is called "The Medical and Veterinary Sciences Tripos", usually abbreviated to MVST (a Tripos is Cambridge–speak for a series of courses leading to a degree). This is a traditional way of teaching medicine: learn the biomedical science first, and then study its application to medical practice. Many students prefer to study this way, and by choosing theCambridge course you have declared your preference. During these first two years these courses will give you instruction leading to both your professional medical qualifications (Second MB), and to yourCambridge degree (BA). In order to proceed to a clinical school (where you take the Final part of your MB), you have to pass all subjects in the Second MB and gain your BA.
An advantage of theCambridgecourse is that all medical students have the opportunity in the third year either to specialise in a medically related subject such as pathology or psychology, or to widen their educational horizons by taking courses in, for example, social science, management or philosophy.
This freedom of choice gives a wide range of educational opportunities.
You will also acquire experience of meeting patients from an early stage in your studies, in the "Preparing for Patients" component of the course, which forms a clinical strand through first, second and third years.
You will graduate with a BA after three years but the degree course also gives you the science grounding needed for professional education, which should result in your acquiring the degrees of Bachelor of Medicine and Bachelor of Surgery after your clinical study. The table below gives an outline of the course.
Year of Study
What you will study
Subjects and Courses
Qualifications Obtained
Year 1 – MVST 1A
Pre-clinical medical science
Medically relevant core scientific knowledge and skills, together with some optional specialisation.
2nd MB,
Year 2 – MVST 1B
2nd MB,
Year 3 - Part II
Part II course of specialised study
A wide range of courses and subjects (other Tripos courses are also available to medics).
Years 4, 5 and 6
Clinical studies in Cambridge, Oxford or London Medical Schools
Clinical medicine leading to the development of clinical skills and knowledge in a range of specialties.
Final MB,
Clinical Study
In the clinical part of the course, you will acquire further knowledge and clinical skills and apply your scientific knowledge to clinical problems. On passing their Final MB examinations, students who have qualified in the United Kingdom are provisionally registered with the General Medical Council subject to demonstrating to the GMC that their fitness to practise is not impaired. The initials you acquire vary: MB, BChir (if you stay in Cambridge), MB, BS (if you complete your course in London), BM, BCh (if you go to Oxford), or MB, ChB (if you go to various other places) but are known as primary medical qualifications (PMQ).
Provisionally registered doctors can only practise in approved Foundation Year 1 posts: the law does not allow provisionally registered doctors to undertake any other type of work.
To obtain a Foundation Year 1 post you will need to apply during the final year of your undergraduate course through the UK Foundation Programme Office selection scheme, which allocates these posts to graduates on a competitive basis. So far, all suitably qualified UK graduates have found a place on the Foundation Year 1 programme, but this cannot be guaranteed, for instance if there were to be an increased number of competitive applications from non-UK graduates.
Successful completion of the Foundation Year 1 programme is normally achieved within 12 months and is marked by the award of a Certificate of Experience. You will then be eligible to apply for full registration with the General Medical Council. You need full registration with a licence to practise for unsupervised medical practice in the NHS or private practice in the UK.. You need to be aware that regulations relating to medical registration may change from time to time.
For details, see national and local websites:
- General info about the Foundation Programme in the UK
- Info about Foundation Programmes in the East of England
The Complementary Roles of the University and the Colleges
Cambridgeis a collegiate University, and responsibility for your education is shared between the University and your College. You were admitted by a College and you will, I hope, soon make friends with other students in your College. Your College Director of Studies will get to know you as an individual, and will organise the provision of supervisions to support and enhance the formal teaching given by Departments. Your College Supervisors, Director of Studies and Tutor provide a unique pastoral network designed to support your studies while at Cambridge.
Within the University, the Faculty of Biology is responsible for organising your teaching for the first three years. The Faculty delegates responsibility for delivery of this formal teaching to Departments, or to course management committees: the majority of your formal teaching (lectures and practicals) is delivered by staff from six departments (Biochemistry; Genetics; Pathology; Pharmacology; Physiology, Development and Neuroscience and Psychology). This teaching will be augmented and enhanced by small-group teaching (supervisions) organised by your College. The supervision system can help with academic work, but also helps you to develop communication and writing skills.
Departments will provide course handbooks for each of the courses you take, and these will include details of the arrangements for lectures and practical classes in that subject, and detailed guidance about the form and conduct of examinations. Much more information, especially on timetables, is available on the Faculty of Biology web site and you should become accustomed to consulting this:
Study Skills - how to survive the terms
University is not like school. There are significant differences between the way you were taught at school and the way you will learn at University, and sometimes you may feel bewildered by the transition. In place of relatively small school classes, information at University is delivered by means of lectures, (essentially a 50-minute monologue) to groups of over 300 students. Lecturers will issue hand-outs, but you will also need to develop your listening, concentration and note-taking skills to get the best out of this. The material will be delivered quickly, and it is then up to you to understand and assimilate it. The information you are provided with in lectures will be developed and set in context in practical classes. Although classes may be large you will work in small groups with demonstrators on hand to help and answer questions. These sessions are vital to your education and attendance is mandatory.
The supervision system is there to complement the formal teaching and the onus is very much on you to make use of it, and to develop study and time management skills to help you cope with, and master the material. College supervisions will play a very important part in your education. Make them interactive and take full advantage of them to ask questions about any parts of the course you need help with.
You will need to use the internet to consult library resources, past examination papers, databases of scientific literature, timetables - and much, much more. The departments which provide your teaching are providing an increasing amount of supplementary information in the form of on-line course materials on their web sites, and the Faculty of Biology website also provides a lot of basic information.
You need to be aware that the University takes plagiarism very seriously. You can read more about it here.
Assessment and Exams
Courses have been designed to allow students, wherever possible, to learn for themselves rather than being passive recipients of instruction, and you will get far more out of your course and are more likely to do well in your exams if you regard university as an opportunity to study what interests you, rather than just learning a syllabus to pass an exam.
You will encounter two kinds of assessment.
Formative assessment is designed to indicate to you how you are progressing, on a weekly or termly basis. Your College supervisor and Director of Studies are the persons mainly responsible for providing this kind of feedback and continuous performance review. Formative assessment, more or less informal, may also form part of some University-based teaching.
Summative assessment (end of year exams) determines your ability to proceed with the rest of the course. The main science courses in your first and second year will be examined in this way for two qualifications:
- Second MB, which determines whether you are able to proceed to the clinical part of your medical course;
- Tripos, on the basis of which you are classed and will receive your BA degree.
Each of the exams for the major courses is divided into three sections, and the marks awarded to Sections I and II count for the Second MB qualification. The general format is a 1-hour theory exam (Section I), which covers the lecture material and consists of MCQs or short notes, and a 1 or 2 hour practical exam (Section II) covering the practical material. Because these Second MB exams constitute a professional qualification, you will be expected to pass them at a qualifying level, and to demonstrate a good knowledge and understanding of the whole of the subject material in the courses. The marks obtained in these two sections will then be added to those of Section III, to give a final Tripos mark.
Students often ask, "How much do I need to know to pass the exams?" The bottom line is that to pass your professional qualification (Second MB) you will be expected to show a good working knowledge of the subject material in all your courses. Furthermore, you will be expected not merely to know this material but, more importantly, to understand it and apply that understanding to the solving of problems.
Courses will provide you with the scientific knowledge which doctors need to have in order to cope with today's clinical practice, but we are also trying to show you that learning is a continuous process and that practitioners will have to continue to develop their knowledge and skills throughout their working careers. To do well in the Tripos, you will need to show a deeper understanding of the material, and to be able to marshal facts into coherent arguments.
If you do not pass the Second MB sections, you are allowed one further attempt at a separate Second MB examination in September. Students are permitted only two attempts at Second MB examinations unless there are extenuating circumstances, such as illness or other good cause. If you require a third attempt, your College has to apply for this on your behalf to the Faculty Board of Clinical Medicine.
Section III consists of a 2 or 3 hour exam, during which you will be asked to write essays from a wide choice of topics; this section does not figure in your professional qualification, and the marks obtained count only towards your Tripos class.
In addition to the main science courses, there are other courses, for example the Social Context of Health and Illness, which are assessed only for the Second MB.
You should be aware that details of your academic performance in all aspects of the course currently counts as a major factor in your application for Foundation Year placements at the end of your undergraduate medical programme.
In the interests of public safety, in accordance with Tomorrow's Doctors, and in your own best interests, information pertinent to your educational achievements and to your fitness to practise may be shared by the Cambridge University School of Clinical Medicine with training providers, employers, regulatory organisations and other medical schools.
The consequence of this is that the best strategy is to aim to pass not just your Second MB exams, but also to secure a good performance in the Tripos, because this strengthens your application.
Further details of these exams and how they relate to the course can be found in the tables at the back of this booklet and on the MVST section of the website.
(a) About courses
For each course that you take there is a Course Organiser (listed at the back of this booklet). If you have problems with the organisation of a particular course, you should communicate with him/her. You can also tell the student representatives who sit on the management committee for the course you are concerned about, and ask them to raise the problem on your behalf. It may be a general problem, and this is one way of bringing it to the notice of the organisers. A problem arising within a particular department may be raised, if all else fails, with the Head of the Department.
Problems with the teaching provided for you by your College should be raised with your Director of Studies or, if that fails, with your Tutor or with the Senior Tutor.
(b) Queries or complaints about examinations
Any complaints about the conduct or the results of examinations must be raised in the first instance with your College Tutor, and not directly with the Examiners concerned. It is your Tutor's responsibility to advise on these matters. Cambridge exam rules and regulations make provision for cases of illness or other misfortune; if you encounter any kind of illness or other impediment to exam preparation, the sooner you inform your College Tutor, the better. All liaison between a student and the central administration, particularly in matters relating to examinations, must be conducted through your College Tutor.
Attendance at Teaching Sessions
Diligent attendance is a requirement and you need a certificate of diligent attendance to permit you to take the Second MB examinations.
Attendance at practical classes (but not lectures) is recorded, and if your attendance at the practical classes is unsatisfactory, the Head of the Department concerned will be unable to provide a certificate of diligent attendance, and your progression in the course and professional future may be put in jeopardy.
If there are good reasons why you are unable to attend a practical class then you should tell your Director of Studies and the appropriate Course Organiser. It may be possible for you to do the practical at some other time. Organisers of practical classes may notify students and their Colleges if a student's attendance record is unsatisfactory.
As a student your timetable is likely to be very full. Most of the teaching in the first three years is carried out on the University's Downing site. If you haven't time to return to College for lunch, undergraduates are welcome at the University Centre which is at the end of Mill Lane.
MIMS and HOM lectures will take place in Lady Mitchell Hall on the Sidgwick Site. The Sidgwick Buttery is open Monday-Friday 08:30 – 16:00
First Year Courses
Three courses are assessed for Second MB and Tripos. They cover the following topics:
- the overall layout of the structures of the body in Functional Architecture of the Body (FAB)
- the chemical and molecular mechanisms underlying the functions of the body and the mechanisms that govern inheritance in Molecules in Medical Science (MIMS)
- the mechanisms that underlie communication within the body, and the maintenance of the stability of the internal environment in Homeostasis (HOM) and Histology
Three other courses are assessed only for Second MB, and during these you will:
- be introduced to the broader cultural aspects of healthcare and the medical profession in the Social Context of Health and Illness (SCHI) and epidemiology and basic statistics in Introduction to the Scientific Basis of Medicine (ISBM).
- encounter patients in the community in Preparing for Patients A (PfPA). This is a patient contact strand, where you will begin to acquire the skills of listening and talking with patients, and it runs through the first three years of your course. Subsequent parts of this course will take place in second year (PfPB and PfPC) and in your third year (PfPD), and satisfactory completion of all four parts is required for Second MB qualification.
Second Year Courses
Four courses are assessed for Second MB and Tripos, and they cover:
- the structures of the head and neck in Head and Neck Anatomy (HNA)
- the mechanisms by which drugs act upon the body in Mechanisms of Drug Action (MODA)
- the biological processes underlying disease in Biology of Disease (BOD)
- the structure and function of the reproductive system in Human Reproduction (HR)
- the structure and function of the sense organs and the central nervous system and the study of mental processes in Neurobiology and Human Behaviour (NHB)
You will also have the opportunity to study aspects of these subjects in more detail in two Option courses, chosen from a range of subjects and also to continue to develop your experience in Preparing for Patients B and C (PfPB and C).
Summaries of the subject matter in these courses and detailed timetables will be provided in the individual course handbooks and on the MVST website.
The Third Year - Part II
After two years of preclinical study you do a further year's study and take a final Tripos exam to complete the requirements for the BA degree. This year allows you to choose which course you want to study, and a big advantage of theCambridgesystem is that it offers an enormous range of courses in your third year. You may choose to take in-depth courses in many of the subjects you studied in the first two years, or you may take courses in something completely different, such as Anthropology, Management Studies or Philosophy, or you may decide to combine different subjects via a course such as NST Part II Biological and Biomedical Sciences.
Your Director of Studies will be able to help you make a decision about what to take in your third year, and there will also be the opportunity to attend the "Subjects Fair" in March 2015, where the various course organisers will explain what they offer. In April 2015, you will be asked to state preferences for which course(s) you want to take in your third year.
If you are an affiliated student, you will start the clinical part of your course inCambridgeor elsewhere after two years of undergraduate study.
The Preparing for Patients strand continues in your third year (PfPD).
The Clinical Years
Many of you will stay in Cambridge and go on to clinical study at Addenbrooke's, but some may choose to go to the John Radcliffe in Oxford, or to one of the several London Clinical Schools.
Your College Director of Studies in Clinical Medicine should be able to advise you, and the various clinical schools run Open Days and are also represented at an annual meeting organised by the Medical Society at which the Deans of the variousLondonschools come toCambridgeto tell you about what they offer. In November 2015 (or November 2014 for affiliated students) you will have to complete an application form for your Clinical study and attend interviews.
Information about the Clinical School selection process is published on the Clinical School Intranet.
Student Feedback and Representation
Course organisers will actively solicit opinions from you about the teaching you receive. We do change our teaching as a response to comments and suggestions made by previous students, and you owe it to those coming after you to respond to questionnaires, so that those responsible for organising the teaching know when something is right, and when something is wrong. When you complete a teaching questionnaire try to be honest, informative, and, if possible, helpful.
Course liaison committees also have student representatives and it is at this level that most of the useful work is done in providing feedback to those who teach from those who are trying to learn.
The Faculty Board also has student representatives, and we hope that some of you will wish to contribute in this way to discussions about how the teaching is organised. The student elected to the Faculty Board from the medical and veterinary students also sits on the Medical Education Committee, which maintains an overview ofCambridgemedical education from admission to qualification. There is also a Faculty Committee, the MVST Part I Committee, which overseesMVSTIAand IB, and includes student representatives. Please feel free to take any thoughts you have about the course to any of your student representatives.
Student Societies
Within Cambridge there are various societies organised by and run for medical students. Here are "welcome" messages from two of them:
The Cambridge University Medical Society warmly invites all undergraduate medics to join. Members will receive invitations to fantastic social functions and enthralling guest speakers at reduced prices. We organise trips to clinical schools in Oxford and London and members will also get a copy of Murmur, our very own publication, and receive book discounts at Waterstone's. For more information, visit us at
Could you work abroad as a doctor one day? Or go into schools right now and teach first aid or sex education? Do you care about access to healthcare in the developing world, the AIDS crisis or refugees? And would you like to meet medics from all over the country, and go to conferences all over the world? The Medical Students International Network may be just what you're looking for - opportunities to look at medicine in its widest sense, as well as some of the most original social events Cambridge has to offer. Take a look at http://www.societies.cam.ac.uk/medsin/ to find out more.
Estimated additional course costs 2013-14
In addition to the standard living costs, preclinical medics should expect to have to meet the following estimated costs):
£ 10.00 each
£ 50.00
£ 14.00
£ 2.00
*This manual is a dissection guide with additional notes to help you make the most of learning anatomy through cadaveric dissection. It is specific to the Cambridge course and is not a substitute for a standard textbook.
The £50 will be payable by cash or cheque only at the first Introductory Functional Architecture of the Body (FAB) session on Wednesday 9 October 2013.
Lab Coats
You will be expected to have two lab coats. These can be purchased before arrival or during your scheduled Molecules in Medical Science (MIMS) lab coat session on Wednesday 9 October 2013 in the Hopkins Building in the Department of Biochemistry for approximately £10 each. This will be payable by cash or cheque only.
Lab coats purchased before arrival must be clean, full-length (down to your knees), high collar, closable, and white with pockets.
If you have a difficulty with any element of this declaration, please contact your college Senior Tutor to discuss how this might be resolved. In exceptional circumstances, resolution may require GMC approval for special pre-registration experience.
1 I have read the following documents, and I agree to abide by the principles laid down in them:
- The GMC and Medical Schools Council guidance "Medical students: professional values and fitness for practice" (November 2009), paragraphs 15 – 38;
- The University's Medical Student Code of Conduct and explanatory notes[i];
- The ClinicalCourseClinicalSchool's notes on the Legal Position of Clinical Students[ii];
2 I have also read the following information:
- The University's Confidential Sources of Help and Advice[iii].
3 I will comply with these and other rules and procedures which may from time to time be laid down by the Faculty Boards of Biology and Clinical Medicine, the Director of Education (Biological Sciences), the Director of Medical Education, the supervising Consultant, General Practitioner, Ward Manager or their deputies;
4 I will inform the Director of Medical Education immediately if I am no longer able to meet the requirements of this agreement or if I become aware of any change to my physical or mental health which may put at risk the health and well-being of patients.
5 I understand that the Fitness for Medical Practice Committee may share information about my registration with other bodies in the public interest and has the authority to remove my name, either temporarily or permanently, for failing to observe the Medical Student Code of Conduct or failing to progress academically.
6 I understand that I will remain on the Cambridge Medical Student Register and observe the University's Medical Student Code of Conduct until I have:
- progressed to a clinical course elsewhere or withdrawn from the medical course;
- sat any MB examination on two occasions without passing;
- completed the requirements of the clinical course satisfactorily and been accepted onto the provisional GMC register;
- been suspended by the Fitness for Practice Committee.
7 I understand that, if I fail to abide by this agreement and the Code of Conduct, I will be responsible for paying any reasonable costs arising from a review of my fitness for practice in the event that such review leads to me being found unfit to practise or fit to practise only on certain conditions.
8 I give my consent to the processing of my data by the University and understand that information on my educational progress and fitness to practise may be shared with other relevant organisations.
Student Name: ...................................... Witness Name:....................................
Signature: .............................................. Signature: .........................................
Date: ............................................
Note that you will be reminded annually of the importance of these statements.
Please complete this form at your first Functional Architecture of the Body (FAB) introductory session on the morning of Wednesday, 9 October 2013, with Dr Cecilia Brassett.
[i] Available in your handbook and on the web at:
[ii] Available in your handbook and published on the Intranet at:
[iii] Available in your handbook and on the web at: http://www.bio.cam.ac.uk/sbs/facbiol/mvst/medhbk.html#Confidential%20Sources%20of%20Advice


text:
Last night we celebrated my niece Elly's 2nd birthday. Its so hard to believe she is getting so big! I told her mom I would bring the cake… I wanted to make something special for her. I decided on a barn cake with barnyard animal cupcakes. They were a HUGE HIT :)
I've had a few requests for step by step instructions on the barn and the animals. These are a little time consuming but actually pretty easy to do because you don't need to use fondant or anything. You don't need any cake decorating experience for these cupcakes… just a little patience!
For the Barn:
I took the original idea from the Betty Crocker website. The only real change I made was to add a silo. They have a really good step by step tutorial video here.
- 9 x 13 baked cake, any flavor
- 2-3 cups of icing, from scratch or from a can (Wilton has a super simple butter cream frosting recipe that I always use)
- red food coloring (you must use gel color if you want a vibrant red… you can buy this at Michaels or Bulk Barn)
- graham crackers
- pretzels
- coconut tainted yellow and green for the hay and grass (I did this by adding a little coconut and food coloring to a Ziploc bag and shaking it up)
Here is a quick step by step (sorry I forgot to take photos along the way!) but the video really is quite good if my instructions are not clear.
- Cut the 9 x 13 cake into two pieces: one 8 x 8 in size for the barn, the other skinny piece will be the silo
- Cut the top two corners off the 8 x 8 square piece to make the shape of the barn.
- Round the top of the silo with your knife (this makes it easier to add the graham crackers).
- Cover the cake and silo in a layer of icing to be your "crumb coat". This will prevent crumbs from getting into the rest of the icing. Let stand for 15-20 minutes to harden. Cover the cake with a 2nd layer of icing over the crumb coat. Note: Make sure your icing is thin enough to spread easily. Mine was a little too thick and was a total pain to work with!!
- Break graham crackers in half and overlap onto the roof of the barn and the silo.
- Using a tooth pick or a butter knife, drag lines in the barn and silo to resemble wood slats.
- Press stick pretzels into the icing for the door and windows.
- Press graham cracker pieces into icing besides the pretzels for shutters.
- Sprinkle a little bit of yellow tinted coconut around the door and windows for hay.
- Spread some green icing on the cake board or plate and sprinkle with green tinted coconut for grass.
For the Cupcakes:
This is my go-to chocolate cupcake recipe. Its quick, easy and the cupcakes rise beautifully. They are also really easy to spread icing over. Check them out here.
I'm going to break down each animal so that you know what you will need (most of the candy is from the Bulk Barn). To prep, make sure you have some white, yellow and pink icing ready. I bought black Wilton icing in a tube at Bulk Barn because I often find it tricky to make black icing dark enough.
Cow Cupcakes:
- White and black icing
- Black circular candies (I used black licorice) for ears
- Coke bottle candies for horns
- Pink mints for the nose
- Candy eyes (from Michaels) or you could use brown M & Ms
Cow How To:
- Ice cupcake with white icing
- Using a Wilton icing tip #32 and a coupler (both from Bulk Barn), make some "fur" on the cow. Don't be intimidated! This is super easy to add to a Wilton tube of icing. You can just spread it if you don't want to pipe it… although I think piping is easier for this part!
- Add candies for eyes, ears, mouth and nose. You may need to cut the coke bottles to make them a little shorter.
- I switched the #32 tip to a #3 and added small dots of icing on the nose.
Pig Cupcakes:
- Pink and black icing
- Pink mints
- Triangle candies (I used sour grapefruit)
- Candy eyes
Pig How To:
- He's pretty easy! Spread with pink icing and add all the necessary candies.
Rooster Cupcakes:
- White icing
- Candy eyes
- Red and orange jelly beans
Rooster how to:
- Also easy! Spread with white icing and add all the necessary candies.
Chicken Cupcakes:
- Yellow icing
- Candy eyes
- Orange jellybeans
Chicken how to:
- I used a Wilton #18 star tip to make the texture but you could totally just spread on the yellow icing.
- Add all the necessary candies.
Sheep Cupcakes (my personal favorite):
- White icing
- Mini marshmallows
- Candy eyes
- Brown M & Ms (for the nose)
- Pink triangle candies (same as the pig) for ears- I cut them in half for the sheep
Sheep how to:
- Ice cupcake with white icing.
- Press mini marshmallows all over the cupcake.
- Add all the necessary candies.
Taa Daa!!!!! You are done! Yes… a bit of work, but they turn out SO CUTE:
Ok… I know this is a super long post already but to make things easier, here is a master shopping/prep list:
- Baked 9 x 13 cake and 24 cupcakes
- Approximately 5 cups of icing (its always better to have a little too much than not enough)
- Red Wilton gel color
- Graham crackers
- Coconut
- Stick Pretzels
- Green, yellow and pink food coloring (or gel color if you have it)
- Black Wilton icing tube (plus tips and coupler if using)
- Round black candies (12)
- Coke bottle gummies (12)
- Package of candy eyes from Michaels (or brown M & Ms)
- Pink mints (12)
- Triangle pink candies (12 or so)
- Red and orange jelly beans
- Mini marshmallows
- Brown M & Ms (for sheep noses)
Good Luck :)
Email me if you have any questions!
Happy Birthday Elly Belly!! xoxoxo


text:
"He's going to be very good. He's the same person that I had to play the first time. He understands the game, runs the team well, knows when to take shots and when to get it to other people. He had a great game."
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"We are all secretly searching for the one that somehow crosses the mote, climbs the walls and after the unrelenting skirmish that is love; finally gets that draw-bridge to lower as we surrender ourselves to them."
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