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Maryland Medical Society: A Self-Serving Entity
In the course of time the original intent of the Maryland Medical Society has been lost. Predating the Maryland Board of Physicians and its multiple prior incarnations the Society, commonly called MedChi, has become a commercial entity with little regard for those who pay its bills. Claiming to represent all licensed physicians in Maryland its membership rolls are a fraction of the total practitioners statewide. Presently the Society's website is designed for commercial ventures with sidebars stating how this quasi entity is protecting physicians. The Society is no longer a hedge against an adversarial medical board. Decades ago reviews of physicians' practices were governed by The Peer Review Handbook generated by a cooperation between MedChi and the Board of Physicians. This is no longer the case as the Society stepped back to take a tertiary role selling insurance and deceptive enticement to bring unsuspecting physicians into the fold. Their targets have been younger physicians inexperienced in practice and the practices of the corrupt Board that licensed them. These doctors will learn quickly when they need this Society their cries for help will fall on deaf ears.
In recent decades the Maryland Medical Society has enabled the Board of Physicians to become the unscrupulous and corrupt Administrative government agency that is in force today. Hundreds of physicians are picked off every year by an effort between the Board and Maryland Attorney General's Office. With absolute immunity the Board is able to escape retribution by their victims especially when the evidence goes against them. The Society looks the other way claiming it is the proverbial watch dog against this errant Board and legislative efforts against the medical profession. This could not be further from the truth. Both the Medical Board and Medical Society are managed by lawyers. This is not science fiction but a reality that physicians end up confronting when the Board turns its eyes towards them. The cooperative effort between these two entities is elaborated on in the next section.
In the early 1990s the Medical Society published a journal which displayed a cooperative effort with the Maryland Board of Physicians. In this journal the Society would publish raw data concerning physicians who were condemned by the Medical Board. The Journal editors refused to take any response to the data from the physician being victimized by the Board. In the author's case over a dozen pages of raw data, later found to be false, were published in the Society's rag. After being told, in the most literal sense to go screw myself by the Society when I complained, the author filed a lawsuit in Baltimore City Circuit Court. Known for its left leaning decisions the author won the case after the Society's lawyers lied about their connections to the Board. Case number 24C93201023 the Court found the Society had no direct connection to the Medical Board. Therefore it had no right or responsibility to published unedited and or raw data about a physician in their Journal. This author presented this case pro se and remarkably the judge agreed with me. In the aftermath of this decision the Board began publishing quarterly publications of sanctions against physicians written in an abbreviated style.
Maryland Medical Society's website is far from accurate. Yes, it owns an insurance company which has expanded from malpractice coverage to anything and everything that needs to be insured. Yes, it puts on social events for physicians. Yes, it tries to attract a crowd of newly minted doctors who are unaware how little the Society will give them in return. With that stated the Society has not restrained a medical board whose primary goal is to improve its sanction numbers amongst the states. The foolish notion this entity will help doctors by overseeing legislative efforts concerning medical practice is absurd. The onerous rules on physicians' backs have increased exponentially under this so-called watch dog. Having an attorney as CEO guarantees there will be little effort to help physicians when the Board turns its eyes on them. In discussions with a multitude of physicians over several years my point of view is widespread. Maryland has a medical society that is self-serving, unwilling and or unable to help physicians through the sanctioning process and does not have physicians' welfare at the center of its existence. For these reasons and more the Maryland Medical Society only has a sub-segment of Maryland physicians as members displaying how smart my colleagues really are.
Mark Davis MD victimized by this Society once but never again.
Medicalboardusa.com presently under construction
This article will be posted on many sites so the maximum number of physicians will have the ability to read it.


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|您当前位置:中国地质大学长城学院基础课教学部 >> 教学参考 >> 大学英语课 >> 浏览文章
课堂常规用语栏目名:大学英语课 时间:2015年11月09日 信息来源:本站原创 点击:次
一、 打招呼(Greetings)
Good morning, class.
Good afternoon, class 4.
Good morning, everybody.
Good afternoon, everyone.
Good morning, boys and girls.
Good afternoon, children.
How are you all today?
Are you all well this morning?
打招呼之后,可以增加一两句(Beginning a chat)
Well, did you have a good weekend?
Well, did you enjoy the holiday?
Well, what did you do yesterday evening?
Tell me what you did at the weekend?
Oh, you've got a new dress on. It's very nice.
Oh, you've got a new hair style.
二、考勤(Checking attendance)
Right ! I'm going to call the row.
OK ! Listen while I call your names.
Now ! I'll take the register.
Quiet f now, please. Listen while I see if you're all here.
Now ! Let's see who's absent.
Right ! Let's see if anyone's away.
Is anybody absent?
Is everybody here?
3. 关照新生
Oh, are you new?
OK, are you a pupil?
You have just come to this class (school), haven't you?
Where do you come from?
What's your name?
Do you like the school?
Welcome to our class.
4. 谈缺勤原因
Where's Wang Hai?
Does anyone know where Li is?
Can anyone tell me where Liu has gone?
Who knows when he will be back?
Han Meimei is ill today, isn't she?
5. 关照病愈者
You were absent for three lessons last week.
Did you catch a cold?
Oh, I'm sorry.
You'll catch up l won't you?
Don't worry.
You've been absent for days, haven't you?
You were away last lesson, weren't you?
' What was the matter?
Why were you away?
Are you better?
How are you feeling now?
Do you feel better?
Well, Jane, ask your friends to help you.
OK, you'd better ask your neighbor to tell you what we've done.
Come and see me after the lesson, OK?
Now, let me introduce myself.
I'll just tell you a bit about myself.
My name is..., spelt...
I've been teaching in the school for 1O years.
I come from Shanghai.
I worked for a newspaper until last year.
And what about you?
Will you introduce yourselves?
T: I went to the Summer Palace (引出话题)
Yesterday. Did any of you go?
No?... Well, (无人回答,问某一学生)
What did you do, -.. er... Zhang Hong.
Zhang:... er... I-. - er. -. in home. (学生响应断断续续)
T: Oh, you stayed at home. ("搭救"说话的学生 )
Zhang: Yes, I stay at home.
T: OK, you stayed at home. (暗中纠正时态)
What did you do then?
Zhang:... TV...
T: Oh, you watched television 9 didn't you? Which programme?
(继续问下去困难,可就此打住 )
Tell me what you did 1ast night.
Will you te11 me a bit about your weekend?
Could you tell us more about the programme?
How did you like yesterday's party?
五.建议 (Suggesting)
Let's go through the text.
Could you open your textbook and find Ex. 5 on page 45?
Could you take out the cards?
Will you all think of some questions to ask each other?
Will you get together in groups and discuss the idea?
Try to think it out for yourself.
Let's work out how you could plan your piece of writing.
Now you've answered all the questions in full. You need to say a bit more about that.
You'd better get that right.
六.提起注意 (Directing students' attention)
Quiet, now, please. Let's work in pairs.
Will you face the people in front of you?
Fine. Look again carefully.
Are you ready to listen?
Are you all listening? OK, then.
Now then something new! Let's change the topic.
That was quite good, let's do it once more.
七.请求(Making polite requests)
Could you possibly plug the cassette player in for me?
Can you check the switch is on?
Will you go and fetch some chalk?
Will you find the wall charts?
Has anybody seen the stick/tape/drawing pins?
Please could you put it up here?
Please would you mind cleaning the board?
八.指导 (Giving instructions)
1. 纠正语音
You'd better listen again.
Will you listen carefully?
Now listen to the sound [a:].Not [a ], like this - you try.
Don't forget it's [[] not [a ] in and.
Now listen. There's something different, What's different? Listen.
2. 启发思路
Suppose a friend needs advice on the subject-
You could agree with the other person and say something else.
You may ask the reason.
Shal1 1 demonstrate? Keep to the same pattern, ~ OK?
What do you think the author will say next?
I'll give you a cue. It's something to do with -.
Let me give you some help. When did the man use the word?
3. 介绍方法
You'd better put them together-
Ask each other questions to find out what is different.
Look at the sentence before and see if you can guess.
You sort out these sentences, then copy them, taking care with capital letters.
You fill the blanks in these sentences, then write them neatly.
4. 示范动作
Look at what I'm doing.
You may do as I do.
Please look at my mouth, like this -.
九 宣告 (Announcements)
Today we're going to do three main things.
First l I'm going to introduce a few new words about weather. Then you're going to write a dialogue and act it out. After that, we are going to learn a new song.
2. 宣布某些事项
I have something to tell you before you go.
There's a club meeting on Saturday. If you want to attend it, please write your name on thispiece of paper.
3. 宣布教学项目
Well, now, we're going to practise a short dialogue.
l want to introduce to you a new programme now.
十.解释 (Explaining)
Listen to me and I'll explain the meaning of the word.
Let me use the picture to show its meaning.
The word ends in 'tion' so it must be a noun-
Let's see if you can guess. I'll give you an example: -.
We can use this sentence to express -.
What does it mean in the context? It's clear that the man used it to blame the boy.
Look at the picture here- The man is standing by the window. Perhaps he is interested in
What is happening in the street.
What might happen in a few minutes? The boy is getting angry with Mary.
There are three people sitting by the river. They are looking at the ship. The ship is very beautiful.
十一.禁止 (Forbidding)
T: OK t everybody. Quiet now please! No more talking.
Wang Hai, stop chatting now. And you, Li Guang! Whose turn is it?
S: It's my turn. (教学继续进行......)
No talking!
No chatting
Stop making a noise.
Without disturbing the others.
No more shouting !
Please will you stop interrupting the others J
Would you mind not whispering?
There'll be trouble if you go on disturbing the others'
I'll report you to Miss Zhou if you go on being silly !
You shouldn't be have (be behaving) like that!
Why are you passing notes?
You can't copy ! Do it on your own !
No dreaming1 Wake up! -
Stop turning round !
No writing while I'm talking.
Don't move your lips while (you're) reading.
No, Wang Hai, that's not the way to learn English properly'
No, Han Meimei, it's not good to do pair practice like that-
You're doing it the wrong way.
十二.指命 (Issuing a command)
By yourself. This is practice for the exam.
Books closed.
Back into groups, each person can say it in turn.
You work in twos with two pictures.
Quiet please.
Stop now.
Watch how I write it.
Watch how to do it.
Now, turn round, face the back ) without looking at the board.
Careful. This is a hard sentence-
Don't forget to write neatly.
Make sure your spaces between words are clear.
See that your 'U's are different from your 'v' s.
Copy them taking care with spelling.
Watch your punctuation.
十四、评价 (Evaluating)
Wonderful !
Good !
Very good J
That was good.
Not bad-
Well done.
That was a little better, but...
That's much better, but you forgot something when you pronounced
Don't you think you have made a little progress?
Nearly right, but you'd better...
That was not quite right, you didn't...
That doesn't sound very good.
Not really ! /Not quite! /Watch me and I'll show you.
作者: 佚 名
一、 开始课堂教学(Beginning the lesson)
Now, who can remember what we did last lesson?
Well, can any of you tell me what we practiced last time?
OK, l want a student to tell us what we learned/read about/used last lesson.
Do you remember these pictures?
We used the pictures and the cards, didn't we?
We practiced a talk about sports, right?
Let's go over it again.
Let's read the sentences once more.
What about having another practice?
How about revising them once more?
二、宣布教学计划 (Announcing the teaching pIan)
first/first of all/and then/later (on)/after that/finally/by the end of-. - etc.
one. ... /two... /three... /four..'
Practise a dialogue
Learn something now
Do some read ing / w rit ing / note tak ing
Have some conversation practice
Do some role play
in a few minutes/half way through the lesson/when we've finished... /near the end of the lesson/at the end of the lesson
if we have enough time/if time permits/if there's time/perhaps we may spend a few minutes on...
By the end of the lesson you'll be able to talk about agreements and disagreements.
You'll have learnt how to give people advice.
You'll have had practice in writing a letter asking for help.
You'll be able to use the present perfect tense for checking up.
三、组织课堂教学(Getting organized)
Would you move your chairs in (up, back, etc. ) ?
Could you three move your desks forward l please?
Will you both move your table this way please?
Would you mind straightening the chairs please?
Do you mind moving back a bit? Will you make a bigger space here?
Could you possibly arrange yourselves to make a group of 3 (4 , 6, 8, etc. ) ?
If you could arrange yourselves to form a group of 5. -.
Please would you arrange your chairs in 3 (4, 5 t etc- )?
Would you find the handouts we were using last week please?
Could you get out the polycopies you had last time please?
Will you take out the worksheets you began yesterday please?
Let's find the passage we were reading last lesson.
Put your other books away, please.
No others! That's all.
We don't need these pictures. Will you put them away?
Not that book. The other one. Yes, the red one.
Ready ! Now we can start.
Haven't you brought yours? Well, you'll have to share with your neighbour.
Have you lost yours? Well, you may share with Li Lei.
Haven't you got yours? Forgotten? Well, you should use mine, but don't forget next time.
I have some papers to give out now.
I have some new books to give out today.
Here are some worksheets to hand round.
Will you please give these sheets out, Han Mei? Thanks.
Please pass these papers back (round, along), please.
Take one and (then) pass them on.
They're for you to keep.
You may have them to keep.
I want the materials back please.
I want them back at the end of the lesson.
You must give them in again, so please don't write on them. OK?
Please can you clean the blackboard/the whiteboard/the board?
Would you mind cleaning the board, please?
Just clean this half.
Leave that section.
We still need this part.
Just clean that bit.
Don't clean that side.
Not this hit.
Only that part.
Just that section. Thank you very much.
Could you clean the top left-hand corner, please?
Will you clean the bottom right-hand corner, please?
Please rub of f the yellow words on the left at the top-
Would you please rub off the drawings on the right at the bottom?
Rub everything off, please-
Leave this on, please.
四、举例(Giving examples)
1. 以速度区分
You should use-ing form here, like...
(入慢速度)I love playing football."
2. 以重复来区分
You will have to use 'but' when you express this idea, now listen to the sentence:
'I love swimming but I don't like swimming in winter.' (停顿,再读一遍)
3. 以重读来区分
We ought to use the form 'have done...' such as (加强重点部位的读音力度)
'Have you finished that job yet?'
4. 以手势来区分
五、谈论课堂环境 (taking about physical conditions)
Don't you think it's too hot in here?
Isn't it rather cold in here?
Please can you turn the fan on?
Would you mind switching the air condition or on? Then we'll be able to keep cool.
I'm afraid it's too dark in here. Can you work alright? Can you see alright?
Don't we need that light(s) on?
Wi1l you open the shutters?
Oh, it's much too untidy for us to study in.
Please tidy up, will you?
Please would you go and ask someone to fix the light?
Will you fetch someone to see to the cooler?.
六、使用教学工具与设备 (Using aids and instruments)
Will you fetch the wall charts of Lesson 65?
Can you bring me those sets of flash cards of 'food and drink' ?
We need a flannel board.
Now, I've got some folders of cue cards.
Please could you stick the picture up here?
Let's find the sticky tape to fix the chart up.
Is that alright? Straight? High enough? Can you all see it?
Wil1 you give me the scissors? They are to cut these out with.
Will you take them down?
I'm going to collect the cards in now and put them away.
七、使用电教设备(Using electrical equipment)
Will you possibly plug the tape recorder in for me?
Oh dear. It's too loud, what must you do then?
(S: Well, I have to turn the volume down. )
I'm afraid it's not loud enough. You'd better turn it up a bit.
What's wrong with the recorder? Will you check the plug is in/the switch is on/the mains supply?
It won't work. Can you check the plug is in?
I can't get it to work.
Now, wait a minute. Let's find the right place on the tape.
Shall we go back and play it again?
Did you catch that? That seemed to be a bit fast- We'l1 go back and listen again, Ready?
Check it is rewound, back to the start.
Wind the tape on to the empty spool.
Set the counter to O00 at the beginning of the tape.
T: Now, let's talk about some pictures. We'll need the O. H. P., that is, the overhead projector. Do you know how to make it work? (教师指引出投影仪的英文名称 )
S: Electricity.,
T: Well, do l need to switch it on first or plug it in?
Ss: Plug in.
T: Plug it in, good. Can you say that? Come on ! You have... everyone.
Ss: You have to plug it in-
T: Good l Well, l've plugged it in. Now what?
Ss: er-.. You have to switch it...
T: Switch it on t on Everyone! You have...
Ss: You have to switch it on.
T: That's it. Now I'll adjust the mirrors... oh dear, the picture's upside down ! How silly !
lt's too bright'
It's not bright enough.
It's not clear enough.
It's out of focus. Let's adjust the focus.
八 进行分组活动(Dividing the class up)
(1 ) Choral
(2) Individuals
(3) Teams
(4) Pairs
I want all of you to answer the questions. (Choral)
I'd like just one person to continue the sentence. (Individual)
I want this part to correct the sentence. (Team)
Now let's play the dialogue out in pairs. (Pair)
For this, I'm going to divide you down the middle.
Now I'll divide you in half.
Whose go is it? Not yours- You be quick!
It's group 6 first. Now you. Quickly! That's it.
It's your turn second.
It's their go third.
We'll score on the board and we'll see which team wins.
I want you to work in groups.
In fours. /In groups of four'
Turn round and face your neighbour.
You haven't anyone to work with, have you?
What about joining in with them?
九、布置作业 (Setting homework)
At home tonight, practice the exercise on page 9.
At home this evening, not now, revise this dialogue.
You are going to compose a piece of writing about today's topic in your notebooks and give it in
tomorrow morning.
For homework, l want you to finish this piece of work.
Before next lesson you must go over what we've just learnt from unit 12.
It must be done by next lesson.
The piece of writing must be completed by next time I see you/this time next week.
十 结束课堂教学(Ending the lesson)
One or two more minutes, just complete the task you're doing and then we'll stop-
. Now time is up. We'll stop now. You've done enough of that/enough practice at that-
Most of you have done that better than last time.
I want to collect your papers now please.
I'd like to take in your last lot of homework.
Please will you give it/pass it up to the end of the row?
Put your work on my desk as you leave.
Thank you, everyone. Well done.
Could you see all the library books are returned, everyone, please?
Before you all leave, would you check that all the books are put away?
Li Ming, it's your job today to clean the board/collect the readers in/make sure it's all tidy forthe next class.
I have some announcements to make be fore you go. Could you listen, please?

subset: commoncrawl


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Larsen Toy Lab was founded by siblings Alex and Courtney on a mission to provide unforgettable toys that will last for generations. They fondly remember the treasured block set their Dad crafted for them when they were young, and wanted to share that joy of building with others.
Made in the USA! All of the materials are locally sourced with the Northwest. All of the wood, the canvas bags, printing for the boxes and cards for the games are sourced locally. The group of people that harvest the wood for the toys practice selective harvesting, ensuring responsible and sustainable use of Vermont forests.
They are also involved in Trees for the Future where they have pledged to plant a tree for every set of blocks sold, reducing their own footprint.
Most of their blocks are left completely natural (Naked Maple), the Cherry blocks are coated with a light Beeswax finish.
Block Party pictured above is the perfect holiday gift for youngsters. It includes 41 blocks with cards and instructions to play 3 games; Pair Up, Ten Towers, and Strike Out. And of course you can just use the blocks to build an awesome structure for your dolls or match box cars!
The blocks are a fantastic combination of Cherry and Maple wood in a variety of sizes. You get a beautiful selection, and enough to actually make a great project with. I have always disliked buying a set of building blocks where you didn't have the ability to make much due to the limited amount of blocks. Each block is handcrafted and individually beveled. You can get free personalization as well, I love that this special set of blocks is specifically for Maverick!
The games with the block party offer an array of challenges and fun for ages 3+
Who doesn't love building with blocks? I am so excited for Maverick to have this building set for years to come and to be able to share it with nieces and nephews and eventually his own children. This is a high quality set that will last for generations!
Classic blocks in a variety of sizes as well. Be sure to add Larsen Toy Lab to your gift giving list this holiday season! Support small, Made in the USA businesses!
Find Larsen Toy Lab on these social media sites
Facebook Larsen Toy Lab
Twitter @Larsentoylab
Pinterest Larsentoylab
Don't miss a single post Subscribe to A Year of Jubilee Reviews and get our latest reviews and giveaways directly to your inbox!


text:
Say a title goes for about $150 sealed on average then someone gets a VGA 90 of it. So they're probably $200 into it themselves. There will be plenty of buyers at the $300 / $400 / $500 level based on the premium grade. The problem is that this title was selling for like $10,000 if the whale needed it, so ignorant buyers assume that's the value on a VGA 90. Yet the real value may have been closer to $1,000, but the market never got to see it.
So prices are still moving up in a steady fashion in you really know the fair value of an item. You just exclude those outlier flukes and sealed games are as healthy as ever.


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Be safe. See you next year!
Happy New Year 2008December 31, 2007
The Best NBA facial dunks of 2007December 30, 2007
Of all the professional sports, the NBA is leading the way in online videos. This video is amazing. I love it.
The Best YouTube Videos of 2007December 28, 2007
I've watched hundreds, if not thousands, of YouTube videos this year. Here are my selections for The Best YouTube Videos of 2007.
1. Best YouTube Video of the Year: Esmee
Esmee Denters is an 18-year-old Dutch girl who started singing on YouTube from her bedroom. Soon, she started drawing hundreds of thousands of views. Then, in the millions. Eventually, a guy named Justin Timberlake signed her to a record deal. This video was shot right before the announcement of the deal. It represents the best that "user-generated content" has to offer. Wait for the video's ending. Esmee's first album will be released in 2008.
2. First Runner-Up: Miss South Carolina
It pains me to select a TV clip as the First Runner-Up, but this video of Miss South Carolina Lauren Caitlin Upton speaks for itself. She's beautiful and should be a spokesperson for GPS.
3. Second Runner-Up: James Kotecki interviews Ron Paul from his dorm
From his dorm room, James Kotecki interviewed Republican presidential candidate Ron Paul. Kotecki also interviewed Mike Huckabee, Mike Gravel, John Edwards, and Dennis Kucinich. The citizen-journalist might have more power today than ever before.
4. Third Runner-Up: Lazydork raps YouTube, so does Renetto
Irreverance is king on YouTube.
5. Fourth Runner-Up: Obama girl
Cleavage is queen on YouTube.
6. Fifth Runner-Up: Ron Paul
He's the most watched candidate on YouTube. Still trying to figure out why.
7. Sixth Runner-Up: Hillary 1984
Why citizens will be a factor in the presidential election in 2008.
[I reserve 24 hours to revise my picks as I think of other videos I've watched. Drop me an email if you like to nominate another video. utubeblog [at] gmail [dot] com
YouTube: No longer "Broadcast yourself"?December 26, 2007
News: Say it's not so. YouTube has dropped its motto "Broadcast yourself" from the logo on the front page. It used to look like this:
Now, it looks like this:
Analysis: Perhaps YouTube is so well known now that the motto became expendable in the design of the front page. Perhaps YouTube had trouble securing a trademark in the phrase (if, e.g., others had already been using it). If YouTube doesn't use the motto going forward, it will eventually abandon any claim to trademarking it. Either way, I liked the motto and am sad to see it disappear from YouTube.
Roger Clemens denies steroids on YouTubeDecember 24, 2007
So instead of facing the media, Roger Clemens joined YouTube. Read the comments.
So who's on YouTube: Queen ElizabethDecember 23, 2007
News: With Queen Elizabeth's backing, the Royal Channel has launched on YouTube. Her Christmas day greeting will be disseminated also on video. Check back on the channel.
To watch the 1st televised Christmas message from the Queen from 1957, click here.
To watch the 2007 message from Queen Elizabeth, click here.
Video of the week: Perez Hilton kicked off YouTubeDecember 22, 2007
Don't worry, Perez wasn't booted for long. He's back up.


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WE OFTEN GET THE QUESTION from our patients, "What's the difference between plaque and tartar?" Many people think they are the same thing. There is an important difference between the two, however, and it can help explain just why a daily oral hygiene routine is so crucial, as well as twice-yearly visits to your dentist.
What Is Plaque?
Dental plaque is that soft, sticky film that builds up on your teeth and under your gums throughout the day. And guess what? It contains millions of bacteria! When you eat—especially carbohydrates or sugar—you're not the only one getting a meal, so are the bacteria on your teeth. After "eating," these bacteria produce acids that erode your tooth enamel and cause cavities.
That's why good daily oral hygiene is essential to preventing tooth decay and protecting your smile from the bacteria in plaque. To prevent plaque buildup, remember to brush at least twice a day and floss once a day. Drinking water and chewing sugar-free gum after meals and snacks can also help!
What Is Tartar?
So if that's plaque, what's tartar? Tartar is what accumulates on your teeth when plaque is not removed. Plaque left on your teeth for too long will harden into tartar and is much more difficult to remove. In fact, a dental professional can only remove tartar – you can't get rid of it with regular brushing and flossing. Tartar removal is one of the reasons that visiting your dentist every six months is so important!
Plaque buildup that hardens into tartar can cause more than just cavities. It can cause tooth discoloration and sensitivity as well as gum recession and periodontal disease. To reduce plaque buildup and tartar from forming, make sure you are brushing and flossing daily.
Come And See Us Every Six Months or More Often if that's what's necessary.
No matter how great your oral hygiene is, plaque and tartar formation are inevitable. So come in to see us every six months! Our job is to help you maintain a beautiful, healthy smile that's plaque- and tarter-free!


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Voices from Tibet, NSA surveillance, and sex ed in Africa
We'll talk with Tibetan husband and wife writers Tsering Woeser, through translator Violet Law, about their house arrest in China, and their book 'Voices from Tibet.' Then, a conversation with Laura Pitter at Human Rights Watch about the global context of NSA surveillance practices. Plus, a look at the work of a Chicagoland native who is spreading awareness about sex education in Kenya. (Photo: AP/Niranjan Shrestha)


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Daihatsu Ayla – Car for Indonesian Cities
Even though previously we have already talked about the not so popular car brand Daihatsu, it appears that this creative automaker has a lot to offer in terms of new concept cars. Today we present to you another creation under this brand name known as Ayla. Ayla is a small five-door city car with a length of just a little over than 3.5 meters.
Last week at our web-page we have already told our readers of two new concepts from the Japanese automaker Daihatsu, presented as part of the Motor Show in Indonesia – roadster DR and DX, as well as crossover UFC. Appears that there was another one! These three are the new concept cars offerings, but it among those three that were shown at the auto show there is a model that very soon will go into a series production – Ayla. This city car comes exclusively with a 1,0-liter petrol V3 whose power is 65 hp and maximum torque is 87 Nm. Even though this new car appears to be very small and weak, it is still a great car especially suited for the city life and is far more economic than you think! The automakers are saying that this is the car that you would truly need for the rash hour!


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By Kevan Latty
It was a beautiful fresh winters day at Penrith regatta centre as we arrived for the first regatta of the season. The buzz was alive in the grandstand as all the teams in all their various colours got their positions established and then promptly vacated to warm up before marshaling for the races.
The DSA team had a spritely warm-up led by Shirleen, which was peppered with laughter and witty repartee from many team members. This was followed up with some inspirational guidance and expectations from George with clarity around the importance of paying attention and solid 3/30 starts in order to be competitive. Brett reinforced the criticality of timing and teamwork. Michael's query to confirm the start of 3/30 was met with heckles but was rapidly validated when someone in the engine room of the Senior A mixed team called the transition at 20, which created laughter and many jibes throughout the day and also served as a reminder to follow the plan even when hearing contrary calls.


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This calculator is to enable you to decide if you wish to claim Council Tax Support/ Housing Benefit, it will show you whether or not you are likely to qualify. As stated below it is only an ESTIMATE.
If you have any doubts at all as to whether you will qualify please either telephone Customer Services on 01229 404242 or call into the Customer Services Section to obtain a claim form & advice.
If you then decide that you wish to claim you must complete a claim form as soon as possible in order to claim Council Tax Support/ Housing Benefit. This on line calculation does not constitute a claim for Council Tax Support/ Housing Benefit.
Benefit Calculator
Your Local Housing Allowance depends on the number of bedrooms appropriate for your household (you, your family and others who live with you). So to find the right number of bedrooms for you, just select the circumstances which describe you using the Room Calculator below.
Open Room Calculator now.
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That conversation I had on Tuesday with the Japanese architect Toyo Ito gave me a better grasp of the thinking behind his undulating design for a new Berkeley Art Museum & Pacific Film Archive. ("My basic approach was to use the grid system but ask, what happens if we deform it, manipulate it?") The museum is expected to open in 2013 on a site where the rolling greenery of the Berkeley campus meets the street grid of downtown. Ito spoke through an interpreter. Here's some of our conversation.
LACAYO: This is an interesting design. The gallery walls part at the corners almost like curtains being pulled back.
ITO: It consists of a very basic grid system. Each floor has 16 spaces. The challenge I wanted to consider in this project was how to open the enclosed "white cube" galleries that most museums have. We wanted to employ the grid system while manipulating the openings between the rooms or "cubes". We did this at the corners of each cube, which is usually unusable space for museums. If you open a doorway in the middle of a wall you'll just have cube after cube. But if you open it at the corners you'll have spaces that are articulated but still continuous.
LACAYO: From the models and graphics it appears that the walls are steel.
ITO: For the walls we used concrete "sandwiched" between two steel panels. We did this to create the thinnest possible structural system, just five inches thick, to emphasize this feeling of continuous space.
LACAYO: Does that mean that interior walls will be steel?
ITO: No, in the galleries there will be a layer of wall over the steel, but the exterior walls will be steel. When you walk past the building it will be like walking past a ship's hull. The first floor will have most of the public spaces and free gallery space and theaters, as well as workshop space for artists and children. The second floor is for the permanent collection and special exhibitions. As you go up the tranquility of the spaces will increase.
LACAYO: American construction standards aren't always as exacting as what you find in Japan. It's hard to find American contractors, for instance, who can mix and pour concrete as flawlessly as Tadao Ando is accustomed to getting at home. Do you find you have to make adjustments to your work in the U.S?
ITO: We were aware that we might have to think differently in the U.S. I designed a library at the Tama Art University [near Tokyo] where we also used a sandwich structure, but the opposite of the one we use in Berkeley — there we used a layer of steel between two layers of concrete. It requires a lot of technique to do that, to attach concrete to steel. I was sure we couldn't do that in the United States, or that if we could, it would be extremely costly.
We will also manufacture the steel panels at a factory. We will try to minimize the amount of work we have to do at the site. We might actually work with ship builders to get what we are looking for.


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During the Global AMEC Summit in London, an international professional jury rewarded Publistat with two AMEC Awards for International Communication Effectiveness. The awards were announced during the Awards Dinner and are regarded as "the Oscars" in the field of professional evaluation of communication campaigns and strategies.
Publistat has won the two AMEC Awards for the evaluation of the PR campaign by Stichting Straatnieuws Utrecht, concerning the interview of homeless vendor Marc Nijholt with Pope Francis in October 2015. Publistat has won the second prize (Silver) for 'Best Measurement of a not-for-profit Campaign' and the third prize (Bronze) for 'Best use of Measurement for a Single Event'.
For the evaluation, Publistat analysed more than 600 items on news sites, in print media and on radio and television from 93 different countries. In cooperation with Straatnieuws, not only the outputs of the campaign in the media were analysed, but also the outcomes in terms of sales figures. This makes the evaluation an example of a new way of measuring according to the Barcelona Principles 2.0, in which media coverage is not expressed in terms of PR values but in which PR and media coverage are linked to the effects on target audience and organisational goals.
Jan-Willem Wits commissioned the research project. Wits: "By giving us 45 minutes of his time, Pope Francis has changed the lives of thousands of homeless people around the world. Not only have they experienced an increase in their earnings, they have also shared in the proud feeling that an ordinary street paper got to do an interview any journalist would kill for. The most important thing is the Pope's message: when you see a homeless person, don't look away but reach out and have a chat. Publistat's research has given us hard numbers showing the effects of the interview. This is not just nice to know, but also very helpful in approaching other world leaders. Publistat has clearly demonstrated the effects of doing an interview with a street paper, which enables us to show any celebrity the ROI of giving Straatnieuws just a snip of their time." Earlier this week, INSP News Service awarded the Utrecht based newspaper for the homeless the Special INSP News Service Award for most striking editorial contribution. The interview with the pope was published by 62 street newspapers, in 27 countries.
Publistat director Jeroen Scholten is "extremely proud" of being rewarded with this award. "This is the first time a Dutch agency brings this prestigious award home. It's about a unique case: hardly ever does a Dutch news item causes such an international media storm. Our research report connects the publicity to very concrete and measurable results. As a consequence, measuring free publicity becomes less simplified. The time we counted square millimeters to come up with the advertisement value is behind us. We do not just measure the readership, but the effects as well. And in this case for a charitable cause.
Publistat has conducted this research pro bono, in cooperation with Jan-Willem Wits. GlobalNews Group, Clipit, Zoom Media and Media Distillery also helped by collecting the international media coverage of the PR campaign for free.
Wennie Waeijen en Robin ten Brink (Publistat)


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About Novesta
Novesta are renowned around Europe for their high quality casual trainers and plimsolls. Specialising in natural rubber soles and cotton canvas uppers, Novesta continue to be one of the popular choices in the competitive market. While they're not as illustrious as some rivals, the brand has a cult following throughout Europe, often preferred to others due to their inconspicuousness in a widely saturated market. The flamboyant isn't really what Novesta look to provide; instead it's clean and detail attentive products being delivered. The quality of their products refers to more than just materials and design, also focusing on environmental effects when manufacturing, providing a better standard of ethics.
History of Novesta
Considering it's a global brand, Novesta was established in the extremely humble setting of a small Slovakian town, Partizánske. Dating back to the 1930's, shoemaker Jan Antonin Bata opened his factory to produce rubber sole shoes. His company became one of the main suppliers of crude rubber shoes across Europe to designers and shoemakers. It wasn't until 1992 Novesta as a brand was formed, turning from suppliers to a shoe company. While continuing to supply rubber, Novesta have created a brand capable to rival any other within Europe and a platform to sell in an Intercontinental market.
Products from Novesta
With thick white rubber soles and cotton canvas in a range of colours, Novesta have the perfect style of footwear to compliment any kind of outfit. Their European sensibility makes them a popular product for foreign markets. The most recognisable styles in their range are the Star Master and Star Dribble plimsolls. These plimsolls are exactly the type of style that has worked well for a lot of footwear companies through the last six decades. What sets them apart is their variety of colours varying from neutral to pastel tones. The Star Dribble is a hi-top version of the Star Master, both distinguishable from rivals via their thick laces and chrome eyelets.


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Well, it's been a great six years since Gnomeland's grand opening, and since then we've provided a great home for gnomes in rural New Hampshire. Alas, all good things must come to an end.
Our hosts, Ariane and Brendan, have decided to move to the West Coast, and, alas, will not be able to take Gnomeland with them. So Gnomeland closed to the public on May 4th, and we are in the process of finding gnew homes for all our resident gnomes.
Thanks for all the support in the last six years!


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Boarding Schools in Illinois
Zion Educational Systems is a comprehensive directory of therapeutic boarding schools, that gives a directory of the most suitable therapeutic programs for their teenager in Illinois; who may be suffering from pain medication abuse/addiction and/or narcissistic behavior.
Zion Educational Systems is a family advocacy and consultation organization for parents, meaning that parents teens can complete their diploma through our programs, while simultaneously learning the skills required for sobriety and recovery at a "School for Troubled Teens." Parents of troubled teens should also keep in mind that, while the best boarding schools may be located outside of Illinois, these schools for troubled teens accept teens from all throughout the country.
Ideally, parents will be looking for quality boarding schools in Illinois that are academic institutions, that also provide intensive integrated therapy. This means that, while the students may not be able to function in a traditional school as a result of emotional disturbance or behavioral issues, they will find the treatment and academic focus they need in a therapeutic boarding school.
How Do Boarding Schools Help?
Boarding schools serve specific needs, such as emotional issues, disciplinary issues, and substance abuse problems. Most boarding schools are staffed by skilled, highly credentialed staff to ensure the best possible outcome for teens. In fact, the state in which a school is located will have legislated minimum requirements for curriculum content which every school must either meet or exceed. BoardingSchoolReview shows that 99% of boarding schools exceed these minimum requirements while providing a warm, family atmosphere.
This nurturing environment facilitates both healing and learning, making the therapeutic boarding schools recommended by our consultants at Zion Educational Systems the best options available in Illinois. Our consultants are available to help parents of troubled teens find the optimal facility for their child. We help to place teens in programs and boarding schools that improve academics, provide the necessary life skills required for a life of successful sobriety, and bolster self-efficacy.
Although it is possible that the best boarding school or treatment facility for troubled youth may be located outside the state of Illinois, these superior therapeutic programs are devoted to struggling teenagers from all over the country. Also, the licensed educational consultants at Zion Educational Systems recommend to have at-risk adolescents receive assistance away from the negative influences of unsupportive peers.
Zion Educational Systems is a superior educational consulting and family advocacy organization, devoting their assistance to the parents of troubled teens in Illinois; who are investigating the optimal treatment facility for their at-risk teenager.
Co-Ed Boarding Schools for Teens from Illinois
While attending a co-ed school for teens, suggested by our consultants, teens will be able to complete their diploma, while simultaneously learning the skills required for sobriety and recovery. Such programs and residential boarding schools have been proven to have a dramatic impact on the lives of teens, turning them onto the right path of healing and success.
Some parents worry about there being less distractions afforded to their teens in a school segregated by sex. However, modern psychology and knowledge of the workforce will tell you that the genders need to be educated together as equals, and that co-ed schools are critical for teaching male and female teens to get along with one another. Co-ed boarding schools are far more beneficial than schools segregated by sex.
Benefits of Co-Ed Boarding Schools
Co-ed boarding schools create a feeling of equality between the genders, and prepares teens for the workforce. Troubled teens will be able to create healthy, interpersonal relationships based on mutual respect, rather than with a focus being on gender. By contrast, schools segregated by sex are quite misguided and actually increase gender stereotyping, which can lead to myriad issues later on.
This is why co-educational students grow to be more confident in expressing their views in the presence of members of the opposite sex. Furthermore, collaboration between the sexes in the classroom helps to develop confidence in teens and helps them to excel during their time at university, and as leaders in the workforce.
Parents of teens are encouraged to enroll their troubled teen in a co-educational environment as a way of preparing them for the workforce and "real world" situations. Being around members of the opposite gender will help to demolish misconceptions of the genders and provides an excellent foundation for the development of realistic, healthy relationships throughout their lives. Our consultants at Zion Educational Systems are happy to help parents of teens to find the optimal boarding school for their teens and their individual situations.
Helping Parents Research the Best Schools
As a Family Advocacy group, our job is to help parents research schools and programs in your state of Illinois; designed to best treat troubled teens. Next, we represent parents as we help to get an enrollment at the best boarding school offered at the best price. Since ZES is able to work directly for parents, representing the best interest of the child and family, we are able to get scholarships and discounts from top schools in Illinois where others can't.
Helping parents to determine, "what is the perfect school for troubled teens" is the most important step we offer. Our second step, after we have helped to evaluate your unique situation, is is to help you secure an enrollment at the school of your choice. This would include the process of securing you the lowest possible tuition rate based on scholarships and discounts. We can't promise you that a school will offer a discount, but if anyone can get you the best price it is ZES.
Zion Educational Systems is a top-notch comprehensive directory of therapeutic facilities, providing support to parents of at-risk adolescent boys and girls in Illinois who are investigating the most suitable treatment facilities for their teen child; who may be suffering from sleep disorders and/or alcohol abuse/overuse challenges. Call our expert educational consultant at (866) 471-8579 today!
Famous Quotes: "A successful man is one who can lay a firm foundation with the bricks that others throw at him." Author: Sidney Greenberg "The elevator to success is out of order. You'll have to use the stairs … one step at a time." Author: Joe Girard "What the mind of man can conceive and believe, it can achieve."Author: Napoleon Hill
Famous Quotes:"Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you'll be a success."Author: Albert Schweitzer "Little minds are tamed and subdued by misfortune; but great minds rise above them."Author: Washington Irving


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- Main article: Kogoruhn
Hall of Maki is a location in The Elder Scrolls III: Morrowind.
It is one of several sublocations of the Dunmer stronghold Kogoruhn. It serves as a Sixth House bases in Vvardenfell. It can be reached from the Hall of Phisto and leads to the Nabith Waterway and to the Vault of Aerode.
The Path of the IncarnateEdit
During this part of the Main Quest, Sul-Matuul, the Ashkhan of the Urshilaku Tribe, sends the Nerevarine to Kogoruhn to prove their courage. They are to retrieve three items and bring them back to him. To acquire one the items, the Shadow Shield, the Hero must go through the Hall of Maki, which is the only way to reach the Nabith Waterway.
There are three dead heroes located inside three locked rooms:
- Dead Thief
- Dead Warrior
- Dead Wizard
Notable itemsEdit
- Standard Fortify Endurance
- The Annotated Anuad
- Expensive Shirt
- Hound Meat
- Comberry
- Glass Halberd
- Shard Arrow
Dead ThiefEdit
- Journeyman's Lockpick
- Journeyman's Probe
- Ebony Shortsword
- Chitin Armor (complete, with the exception of the Chitin Shield)
Dead WarriorEdit
- Lesser Soul Gem
- Standard Restore Health Potion
- Glass Cuirass
- Netch Leather Greaves
- Netch Leather Boots
- Netch Leather Left Gauntlet
- Netch Leather Right Gauntlet
- Glass Shield
- Silver Dagger
- Fury (Unique Weapon)
Dead WizardEdit
- Standard Potion of Fire Shield
- Standard Restore Fatigue
- Standard Potion of Reflection
- Raw Ebony
- Crab Meat
- Ash Salts
- Nordic Fur Cuirass
- Nordic Fur Right Pauldron
- Nordic Fur Left Pauldron
- Netch Leather Greaves
- Netch Leather Boots
- Common Pants
- Expensive Right Glove
- Expensive Left Glove
- Silver Spear


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Every 2 or 3 years we enjoy the occasional random shoutout of the blue from the rare audience member/ friend of band/ fan. Whom we did not realize how much they enjoyed our musical contributions back in the day?! Of course that's what it was all about: communication. We pick up this tale midstream some decades back, from a university student who saw the songs being written, later rehearsed then performed. This is what it was like then & there… Thanx CC for your insightful reflections on the original Carrier Communications Cassettes DIY culture of genuine independent music & arts.
"At some stage we along w/ drummer Krozz Warzaw went off in search of an {abandoned electric factory} near the river and filmed some movie for an art class. {Really? Does that footage exist in any format?} I was also was at the rehearsal at someone's apartment and then performance at {the rockclub} Rockeyetz, and your final show at the Henries Straights Gallery. I still remember how good the rehearsal before the Rockeyetz show was; everyone acknowledged it was great at the time. . .and how local (blue's finest?} showed up at the gallery because of a noise complaint."
"I've been listening to {Xarrier music} some recently, so I decided to look up the band and see what has been happening. I was amazed to be able to find various albums on {Slamaslime, the Wall-fart of Eshopping/ -Editor's opinion only}, now gone apparently, and of course also to find greater detail in discography @ Xarrier {dotcom}."
"I still have EXIT {Wake IV}, and the tape of IRATE by Wili B. {Vorticitii} b/w "Your Know It Baby" [sic] you gave me at the Student Commons one day. I don't know how I ended
up with a cassette of {jh0st's} Resonance. Unfortunately I lost the 3 tapes of Jesus
Wept albums you gave me in a blue {early 80's political} debate debriefing 3-xassette
holder, when I gave it to some other students who lived in our building.
They moved to another apartment, which I visited a few times, and they lost
the tapes and blue binder {of yr Wept music xassettes} somewhere along the way."
"Attached is a scan of a {red silhouette hand toned Infrastructuralismo} promo-poster photo you made and gave to me at a time and place long since forgotten. Also attached are some lyrics or poems I suppose. I have been cleaning out old stuff that has been packed away since forever to reduce the amount of stuff I have in storage, and I found these items then."
The lyric sheet you sent are 3 songs {Indian, Grabber & Ice Age} off our 3rd demo album aka it's official name Star Ball Contribution. I do think that the original of that is in a folder, it might be on flyer subpage?
"I hope you all are doing well."
{ironically enough this light in the darkness of Xarrier music history has same initials as Carrier Communications?!? yet yes this is a genuine, edited in parentheses recollection}
Our reply:
I think you have a rare view, at least in written account of memory, of how well the band sounded when NOT onstage. We lacked all budget to achieve a perfect mix live, esp when given merely 30 minutes for our 90+ minute set . Wept was based on listening to each other and changing on the fly where the song might go…at the time unheard of in post punk. That approach was more Allman Brothers th0 Sonic Youth also could do it, who were a major inspiration. The no sound check and nearly non existent monitor spkrs mix onstage meant live was the luck of the draw for us. Yet when we had a simpatico soundman we generally were better then the sum of our parts, and could play a whole near 2 hr set if we were headlining w/ total communication to each other and crowd. That was the goal every time.
The details of the 3 demo packaging are hilarious, as was the fuzz showing up to tell us to turn down. Unless you reminded me of that I would not have know because it happened all the time from before we even gigged in a new city! Unless we were in a club getting paid there was decent chance of getting shut down over volume. Aside from our fans and friends, there was near zero respect for what we were doing then: independent music was strictly underground. Being harassed, silenced and roadblocked by the powers that be, competing local bands, or even the actual soundman? Turning us off mid song when we opened for Psychic TV (the infamous bassist in pajamas pants and orange tuxedo shirt Wept show ahaha) which due to the band's feeling of not hitting our marks caused the group to never play professionally again. . .
. . . Except at the gallery show you saw (also shut down beyond our control) and the drummers house party may have been later too. We actually never broke up, the guitarist got a/ busy w/ school elsewhere b/ joined another band c/ seemed baffled by the chaos of our cities punk scene. The keyboardist {aka numre0~minimalist composer Irreverend Brainskan XIII} non-ironically went on a missionary phase for his church overseas. The drummer ended up moving everywhere and playing drums w/ as many bands on bass etc as I did by staying where we started. Krozz Warzaw continues to create art {see Christopher Wassell: Art on Fb after having drummed for Crash Worship among many others.
The singer got heavily into his oil painting and opened a Xarrier {on left coast} gallery called 'Exhibit Zero' which Vorticite participated in a group multi-media/ photography/music show, which included his epic 150 foot scroll. Xopher then got a degree in Electronic Music from Mills College going on to have a career in sound engineering for Electronic Arts video games, pro audio mastering for Asphodel and solo music as Antimatter Sound System. jh0st meanwhile did a career in architecture {previously Single speed Design, now Project: Architecture} and after a quarter century gap has revived his songwriting efforts on jh0st.com for his music & writeups on his own music nomad~ness.


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Marlies in surgery today
Dear Friends,
So many prayers are with Marlies. She felt so supported by all the calls the love last night, she was just floating.
This morning at 5:15am Marlies was driven to the hospital for her 5:30am check-in. Lindy and Mary spent an hour and a half with Marlies in pre-op. They met with the doctor, anesthesiologist, the nurses, she has a very great team all very positive and loving. She has her Bruno picture and statue of Tara in the surgery with her.
She felt very calm in her mind, just a little nervous about the surgery part.
She is in surgery right now, expected to be lasting 6 - 7 hours.
Please light all the candles and send your prayers.
Comments are closed.


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"He just looked at himself and he knew exactly how to make himself have such a different edge, and you can't either bottle that or sell it, he just had it." - May Routh
Taken by Duffy during the third of Five Sessions with David Bowie during the filming of Nic Roeg's cult film - "The Man Who Fell To Earth."
Whilst on location in New Mexico for The Sunday Times Magazine, Duffy managed to organise a separate photo shoot with David. The plan was to get away from the set in good time and travel to the White Sands National Monument - a heritage protected white desert. Composed of soft gypsum crystals at over 4200 ft above sea level, void of life and vegetation. This was the perfect place to photograph Bowie who in the film plays an Alien from another planet. By the time Bowie was ready to travel to the location, it was already early evening. With the sun going down and only limited time and equipment to work with Duffy was taking a big risk. This would be the only time he would be able to take these photographs. Using one-second triple flash exposures he was fortunately rewarded with a set of unique and atmospheric shots of "The Thin White Duke."
The center image is the first of 5 released from the session, the vast emptiness of the Tularosa Basin can be seen in the background. The sun is rapidly setting throughout the shoot further enhancing the dramatic triple exposures. One of Bowie's many skills was to remain incredibly still and poised. This made him the perfect subject for these high-risk shots. By keeping his head completely still, only moving his arms and hands the full effect of the triple exposure is achieved. The top image - Thin White Duke #2 and the bottom image - Thin White Duke #3 show this in full effect.
Limited and Signed editions are available, to discuss options please Contact Us.
© 2020


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Interesting piece today on the recently announced 're-imagining' of my favourite retro phone:
Mobile World Congress 2017 saw HMD Global revive the Nokia 3310 feature phone and now they're at it again.
I already use an 8110i as my second phone yet… yet I'm tempted by this one. Even the legacy banana phones I restore only have 3-4 days standby time. This has 25 days plus 4g tethering plus some other features.
Anyone else tempted by it?
Interestingly I've also noted that eBay listed handsets – even barebones phones with no batteries or aerials – have jumped in recent weeks. Retro is big at the moment. I'm also getting more people visiting this blog and asking me 8110- related questions.
I'll post a review if I get my hands on one!


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OSHA requirements are set by statute, standards and regulations. Our interpretation letters explain these requirements and how they apply to particular circumstances, but they cannot create additional employer obligations. This letter constitutes OSHA's interpretation of the requirements discussed. Note that our enforcement guidance may be affected by changes to OSHA rules. Also, from time to time we update our guidance in response to new information. To keep apprised of such developments, you can consult OSHA's website at http://www.osha.gov.
June 27, 1991
The following is our response to the ILO questions you requested that the Directorate of Compliance Programs answer.
6.1 Are public health and medical services covered by occupational health and safety legislation and subject to inspection by labor or occupational health and safety inspectorate in the same way as private sector employers?
Answer: The Occupational Safety and Health Act of 1970 excludes public sector employees from federal OSHA coverage. Therefore, in the states which are covered solely by federal OSHA regulations, public sector employees, such as employees in state or municipal hospitals, are excluded from coverage. Twenty-one states have their own state occupational safety and health programs which are overseen, monitored, and partially funded by federal OSHA. Public sector employees in those states are covered by the state occupational safety and health regulations. Two federally covered states, New York and Connecticut, have partial state plans which cover their public service employees only.
6.3 (a) According to statistics of occupational accidents and
diseases, what are the major hazards facing the staff of health and medical services?
Answer: Approximately 12,000 cases of Hepatitis B infections occur annually in health care workers who have occupational exposure to blood or other potentially infectious body fluids. 500-600 hospitalizations and 200 deaths result each year. Other infectious diseases, including exposure to the tuberculosis bacteria, also pose a risk.
Other hazards to the medical profession include ergonomic hazards (eg. back injuries), radiation hazards, exposure to hazardous chemicals such as ethylene oxide and waste anesthetic gases (potential teratogenic hazards) and cytotoxic drugs, exposure to as yet undetermined hazards from a variety of new treatment agents including aerosolized pentamidine for the human immunodeficiency virus, stress resulting from rotating and prolonged work shifts, and electrical hazards.
(b) What measures have been taken to reduce or eliminate these hazards?
Answer: In 1989, OSHA published a proposed rule on occupational exposure to bloodborne pathogens and began applying a number of general industry standards and the General Duty Clause of the OSH Act to the hazards of bloodborne disease. Federal OSHA has conducted approximately 1000 inspections, mostly in health care facilities, to determine compliance with the Centers for Disease Control recommendations, including the use of universal precautions.
In 1988 the National Institute of Occupational Safety and Health (NIOSH) compiled in one volume all guidelines for protecting the safety and health of healthcare workers. For many hospitals this initiated a concerted effort to develop hospital safety and health programs.
Measures are in the developmental stages to establish methods to deal with ergonomic hazards such as back injuries which are prevalent among health care workers.
6.4 What new hazards have appeared in recent years? Describe any preventive measures, including training, already taken or planned in this context.
Answer: The Human Immunodeficiency Virus is a relatively recent hazard to workers occupationally exposed to blood and other body fluids. Both the proposed regulation and the current enforcement under the General Duty Clause include training employees in the epidemiology and symptoms of HBV and HIV, the modes of transmission of the two diseases, the employer's infection control program including engineering controls and work practices that are to be used, proper selection and use of personal protective equipment, the benefits of the hepatitis B vaccine, procedures to follow if an exposure incident occurs, and the meanings of the various signs, labels, tags, and color coding used to denote biohazards.
June 5, 1991
|ILO Questionnaire Concerning Health and Medical Services
This is to request that you respond to the highlighted sections of the attached ILO questionnaire concerning health and medical services. These responses will be included in a report which will be discussed at a meeting scheduled for 1992 in Geneva.
Please provide your responses to Pat Neale, Room N3641, by c.o.b. June 21. Your assistance is appreciated.
The Deputy Under Secretary for International Affairs, Department of Labor, WASHINGTON DC 20210 USA
Ref. BIT/ILO IC 12-0-7-02-3
Votre ref.
Request for Information -3 AVR. 1991
The Director-General of the International Labour Office presents his compliments to the Governments of States Members of the International Labour Organisation and has the honour to request them to be good enough to supply information for inclusion, in summarised form, in the General Report and in the technical report to be submitted to the First Session of the Standing Technical Committee for Health and Medical Services. At its 246th Session (May-June 1990) the Governing Body of the International Labour Office decided to include this meeting in the programme of industrial meetings for the 1992-93 biennium and it is expected to take place at the International Labour Office, Geneva, from 23 September to 1 October 1992.
The agenda, as decided by the Governing Body at the same session, is as follows:
2. Equality of men and women in health and medical services. In accordance with paragraph 22 of the document entitled "Purposes and Functions of Joint Committees" adopted by the Governing Body at its 235th Session (March 1987), the Office will prepare a report for each item on the agenda of the session. These reports should contain an analysis of the existing situation in the sector or categories concerned and for this purpose the Office is required to address a request for information to the States Members of the International Labour Organisation, asking them to provide as full a reply as possible.
In addition, paragraph 22 of the above-mentioned document states that governments should be requested to consult the national organisations of employers and workers concerned when preparing their reply, to list in their reply the organisations consulted and to transmit any observations made by them.
A questionnaire is enclosed to assist government services, as well as the employers' and workers' organisations to be consulted by them, in providing the information needed.
Bearing in mind the time required for analysing the information received and for the preparation, translation, reproduction and dispatch of the reports, it would be greatly appreciated if governments would ensure that any information that they are good enough to supply in response to this request is forwarded at their earliest convenience, but in any case so as to reach the Office not later than 15 August 1991. Replies should be sent to: The Director, Sectoral Activities Department, International Labour Office, CH-1211 Geneva 22.
The Director-General of the International Labour Office avails himself of this opportunity to renew to the Governments of States Members of the International Labour Organisation the assurances of his highest consideration.
First Session of the Standing Technical Committee
for Health and Medical Services
The purpose of this questionnaire is to collect information for the preparation of the reports to be submitted to the First Session of the Standing Technical Committee for Health and Medical Services, scheduled to take place in Geneva in September 1992, updating that gathered for the report submitted to the 1985 Joint Meeting on Employment and conditions of Work in Health and Medical Services. At the First Session in 1992 there will be a general report and one technical report on equality of men and women in health and medical services.
The questionnaire covers all health personnel as defined by the World Health Organization (doctors, dentists, nurses, pharmacists, auxiliaries, assistants and technicians) and other personnel employed in medical and health services.
Organisations representing the various categories of personnel should be consulted in the preparation of your reply, as should the health and medical services (or organisations of employers, where appropriate), in order to facilitate the most accurate and complete reporting possible. Any relevant information which may be obtained from departments responsible for health and/or gender equality would also be greatly appreciated.
If you provide legislative texts, statistics or other documents, please indicate to which questions they refer. Your cooperation in sending us your reply in one of the three official languages of the ILO (English, French or Spanish) by 15 August 1991 will greatly assist us in producing comprehensive reports and in ensuring that participants in the meeting receive them in time.
1. Tripartite collaboration
Which workers' and employers' organisations were consulted in the preparation of your reply?
2. Employment
2.1 (a) Please provide data on the numbers employed in the health and medical services over the last ten years, broken down, as far as possible, by occupation, sex, sector of the economy (public or private), contractual status (permanent or temporary), and whether employed full-time or part-time.
(b) What factors underlie the changes observed over the last ten years?
2.2 Please provide any forecasts of future employment trends and comment on the factors underlying the expected changes.
2.3 Please indicate the percentages of men and women in each occupation and, if possible, at each grade within the occupation. What changes have been observed over the last ten years?
2.4 Please provide any comparable data available on career progression of men an women in the various occupations, e.g. the number of years taken on average to gain promotion, the number of promotions obtained over a given number of years.
3. Labour relations and the determination of conditions of employment
3.1 Do all employees in the health and medical services have the right to establish or join organisations of their own choosing? Please give details of any restrictions and of any changes in recent years.
3.2 Please give the names of the main organisations representing employees of the health and medical services, specifying the categories which they cover.
3.3 (a) Please provide any data available concerning the participation of women employees in such organisations.
(b) What have these organisations done to promote equality of opportunity both in the workplace and within the organisations themselves, particularly as regards the status of women in predominantly male occupations?
3.4 Do employees in the health and medical services have the right to take industrial action? Please give details of any restrictions and of any changes in recent years.
3.5 Are conditions of employment in the health and medical services determined through collective bargaining? If so, please provide details. If not, please specify what procedures are used, noting in particular any differences between services in the public and those in the private sector.
4. Working time and the content and organisation of work
4.1 (a) What are the daily and weekly working hours of the various categories of staff and have there been any changes in recent years? Wherever possible, please indicate both the standard hours and the actual hours worked including overtime.
(b) In the case of staff who have periods on call in addition to their regular duties, such as junior hospital doctors, please indicate the total hours they may have to work and, where available, the hours actually worked (the average and, if possible, the frequency distribution).
4.2 Please give details of rest breaks during the working day and of weekly rest periods, both the statutory minima and the actual practice if different.
4.3 What arrangements apply in the case of overtime, shift work, night work, and work at weekends and on public holidays? Are the staff concerned compensated by extra time off or additional remuneration?
4.4 Please give details of paid annual leave and public holidays, indicating any changes in recent years. Do any categories of staff (e.g. temporary employees) receive different treatment? If so, please specify.
4.5 Are there any differences in working time arrangements between men and women in the same occupation? Are there any differences between predominantly male and predominantly female occupations?
4.6 Do any categories of staff enjoy flexible working hours? Please give details.
4.7 Are there any special working time arrangements for workers with family responsibilities, e.g. reduced hours, part-time work, job-sharing, leave to look after a sick child, career breaks for child care? To what extent do men benefit from these arrangements?
5. Remuneration
5.1 For the main categories of staff please indicate minimum and maximum pay rates and, if available, actual average earnings.
5.2 Please provide separate figures for the earnings of men and women in each occupation, commenting on the factors underlying the differences observed. How have these differentials evolved over the past ten years?
5.3 What differences, if any, may be observed between pay in public health and medical services and pay in comparable jobs (both skilled and unskilled), in the private sector? Has the relative position changed in recent years?
5.4 Do the health and medical services suffer from problems such as staff shortages, high turnover, absenteeism, emigration, etc., and, if so, what are the main reasons (conditions of work, remuneration, etc.)?
5.5 What measures have been taken or contemplated to upgrade low-paid jobs in the health and medical services?
5.6 Please give details of housing, transport, canteen, child-care and other welfare facilities provided for staff. To what extent do these facilities promote the equality of men and women in the health and medical services?
6. Occupational health and safety
6.1 Are public health and medical services covered by occupational health and safety legislation and subject to inspection by the labour or occupational health and safety inspectorate in the same way as private sector employers?
6.2 What role do staff and their trade union representatives play in occupational health and safety matters?
6.3 (a) According to statistics of occupational accidents and diseases, what are the major hazards facing the staff of health and medical services?
(b) What measures have been taken to reduce or eliminate these hazards?
6.4 What new hazards have appeared in recent years? Describe any preventive measures, including training, already taken or planned in this context.
6.5 Have staff members disabled by a work-related accident or disease experienced any problems in obtaining the appropriate compensation?
7. Training. retraining and gender equality
7.1 What measures have been taken to increase the number of women entering traditionally male dominated professions in the health sector?
7.2 What opportunities do women in the health and medical services have to upgrade their skills through further training?
7.3 Have new career paths been introduced for occupational groups such as nurses and auxiliaries in order to improve their promotion prospects and to permit moves from one occupation to another?
7.4 Are there special retraining provisions designed to help women returning to employment in the health and medical services after a period of caring for children?
7.5 Please provide information on any issue which you feel is relevant to the equality of men and women in health and medical services.
Please send your reply to this questionnaire to: the Director, Sectoral Activities Department, International Labour Office, CH-1211 Geneva 22, by 15 August 1991.


text:
We are always happy to have our friends from Scandamania at the Leslieville Flea. Their curated collection of sophisticated mid century modern furniture, clothing and accessories.always impress and September is no exception!
Below is a sneak peak of the gems Scandamania will be bringing with them including a functional two tiered teak table, luggage and 70s studio ceramic that I am sure will not be going home with them and....for those of you ready to embrace the cooler weather...a Burberry trench with plaid lining.
My advice.....GET TO THE LESLIEVILLE FLEA!!! September 15th from 10-4


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Sometime as Real Estate Photographers we are posed with the question:"which technique will help sell a home quicker Flash or HDR?" My answer is Both! Check out the differences below!
The above picture is a flash photography photo. As you can see the balances between the whites and blacks seem natural. This is how it appears naturally. Theres very little 'yellow and blue' white balance editing that is required.
Compared to the flash photo, this HDR edited photo has a lot going on. You can see alot of the ambient light is dominating the photo. The blue reflection on the hardwood floors and also the yellow ambient light on the cieling that should appear white.
For more photos of both Flash Photography and HDR Photography check out our website: http://febreframeworks.com


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These games teach valuable skills and have a high fun and educational rating.
Your child develops dance and movement skills as well as an understanding of reusing materials to create music by watching this video with the cast members of the musical Stomp.
Your child learns creative development and dance performance by watching these videos and trying the moves at home.
Your child develops a knowledge of Chinese culture while playing various games and reading accompanying text.
Your child develops dance skills by memorizing patterns and sequences with a beginning, middle and end.
Your child will develop creativity and understanding of various movements through this video that introduce many creative and dynamic body movements.
Your child learns about decision making and logic by playing this game.
Your child strengthens his or her memory by playing this musical memory game.
Your child improves creative development by learning a multistep dance routine.
Your child develops music skills by reproducing the drum beats they hear. Watch out! Getting the timing just right can be difficult.
Your child improves creative development by learning several dance exercises meant to improve health.
Zoodles 11.8.7 Copyright (c) 2014 Inquisitive Minds, Inc. All rights reserved.


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|Carroll Leadership in Technology Magnet Middle School
All Call 12/17/12
Good Afternoon Carroll Cougars! This is your principal Ms. Keech with this week's announcements. A copy of this transcript will be shared through the Carroll Yahoo Email Group.
We wish for you to know that our hearts go out to the families and the community involved in the tragic incident in Conn.In
light of that event we want to assure you that the safety and welfare of our students is our number one priority.We have a comprehensive district-wide Emergency Operations plan to ensure schools, security, local law enforcement, emergency personnel and central office all work together quickly and efficiently to handle any emergency situation.We have our own emergency response plan following district guidelines. Every teacher, student and staff member knows their specific roles and rehearse through drill at least once a year .Our school lockdown procedures go immediately into affect when a safety concern arises at campus. You may recall , at Carroll we have already conducted a Lockdown drill in October and are planning on doing another one soon.We continually review our emergency plans, work closely with law enforcement and emergency responders, and update plans as needed to increase effectiveness. A Raleigh police department officer was actually here this morning walking our campus to familiarize himself with the layout.If you have any further questions or concerns, please go to the link found on our district website or contact me at email@example.com
This is our last week in school prior to Winter break.We will also be having an early release on Friday for teacher professional
development.Even though our students may be getting really excited in preparation for the break, please remind them that
we are continuing to work and learn each day and school rules still apply.
Please also remember to not come to our office and ask for us to sign your child out early after 2:00pm.We are extremely busy
at that time getting ready for bus dismissal and are unable to accommodate your request and retrieve your child.
Many thanks to our wonderful PTA for an excellent Flapjack Fundraiser this past Saturday.We all had a wonderful time listening to music and eating some great
Hope you all have a wonderful winter break and we look forward
to your return on January 2nd.
That's all for now.
Gooooooo Cougars!
Leave a Reply.
Cynthia Keech, Principal
June 2015
Carroll Leadership in Technology Magnet Middle School
4520 Six Forks Road Raleigh, NC 27609
(919)881-1370 Phone (919)881-1381 Fax
Office Hours 7:00am-3:30pm
School Hours 7:20am-2:15pm
(919)881-1370 Phone (919)881-1381 Fax
Office Hours 7:00am-3:30pm
School Hours 7:20am-2:15pm


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Don't you think a preschooler playing indoor games in the kitchen is as risky as a mouse let loose near cheese?
We completely agree!
Many of us have experienced inquisitive preschoolers who want to be in the kitchen doing idle stuff. Oh, and their questions — "Mamma what's this," "How do we eat this," "Why are you cooking that," "Can I taste the salt," "Can I get some sugar," "Can I touch this or that?"— and they go on and on!
If not the questions, then they end up with some dangerous activity when we are too busy working in there.
So how do we keep a preschooler engaged in kitchen in a safe manner? Plus, it will be great for him/her to learn fun stuff here.
RELATED: How To Engage Children – The Essential Guide
We have the solution!
Ideas for indoor games plus a few cooking activities can help you manage your preschooler better in the kitchen. We have expert views and activities to establish that. So, read on!
Kitchen = Classroom
"A preschooler in the kitchen wants his hands in every pie!" says Dr Anjali Mehta, paediatrician and mom of two. She adds that having him/her engaged in the kitchen is like him/her engaged in a classroom.
According to her, various skills can be learnt (not necessarily only the art of cooking) if we engage preschoolers in the kitchen with a few indoor games. She highlights a few skills:
- Preschoolers can learn counting (number skills) when we engage them in the kitchen.
- The metric system — weighing, measuring, and so on — can be learnt playing indoor games in the kitchen too.
- Cleanliness and sanitation: washing veggies, keeping utensils, and the cooking platform clean, while keeping yourself mess-free, is also an art to be learnt in the kitchen.
With so many learning possibilities and more, available right under your nose, I'm sure you want to know how to engage your preschooler in the kitchen. So, read on.
16 indoor games and ideas to engage your kid in kitchen
1. Kitchen Craft Idea: Paint your own kitchen stuff
"Ownership makes everything more fun," says Rushali, a mother of two who is also a part-time artist. She recently engaged her preschooler in the kitchen by making him paint an apple on a plain apron.
"Apple is my younger one's favourite fruit. Painting it on the apron got my elder son excited too," she adds about her 2 and 5 year-olds respectively.
Painting ideas to engage preschoolers in the kitchen
Like Rushali rightly mentioned, creating or painting something gives children a feeling of ownership, which makes them happier. This sense of ownership can be invoked by letting them paint and create things in the kitchen.
- Spread a messy mat on the kitchen floor and create the space for painting.
- Let your child choose the object on which he/she would like to paint. Rushali's sons used the apron. You could use a cup or a table mat.
- While you work in the kitchen, let your child paint the object. Assist him/her when required.
- Your conversations can be about the various uses of the object he/she is painting. For instance, an apron is put on to avoid getting our clothes messy in the kitchen.
- These conversations and activities make your child more involved in the proceedings in the kitchen, instead of just being nosy, naughty, and fidgety in there.
So the next time, before you want to shoo your child away from the kitchen, think of indoor games or activities that you can do.
2. Cook with a preschooler: Knead the dough
Well, this one is from my personal space. Even today, my five-year-old gets thrilled about the idea of kneading some dough for his chapatis.
- Get your child to wash his/her hands thoroughly. Explain that before touching anything in the kitchen, our hands have to be squeaky clean.
- In a plastic (or unbreakable) container, preferably one that has a wide mouth, add some plain dry flour.
- Add some water to it and let your child move his/her fingers in the semi-wet dough. You can assist him/her by holding hands or by explaining how the fingers should move.
- Once the flour is wet, explain the kneading action to your child. Kneading is usually done by using the knuckles and it's the part that kids love the most (since their entire hand gets messy!)
- Help your child knead the flour into a ball of dough. He/she will surely ask for your assistance since it's not an easy job.
- Once done, wash your child's hands again and prepare chapatis out of the dough that he/she had kneaded. Of course, you will have to fix it a little!
The chapati that comes out of this little kitchen play idea will be the yummiest ever! Don't buy my word? Try it and see for yourself!
3. Kitchen play activity: Pick and drop those spoons!
This one is in the lines of the game – fetch. Preschoolers in the kitchen are anything, but calm. They want to touch and explore every utensil, especially since we want them to stay away from most of them.
So, when your curious child is given permission to help around the kitchen, don't you think he/she will just love the idea? This is how you do this fun kitchen activity with your preschooler:
- Place several spoons on a tray and keep it on a kitchen shelf/table that your child can reach.
- Place a spoon stand (or any spare pen stand if you have) at the other end of the kitchen. The distance is important because we want the child to pick a spoon from the tray placed at one end and then carry it to the stand placed at the other end.
- Explain the process to your preschooler and tell him/her that it's his/her responsibility to place the spoons neatly in the stand.
- Preschoolers enjoy the physical work that this kitchen activity involves and get busy with you in the kitchen. Best part, you can get your child to actually sort spoons, instead of a pretend play in the kitchen. So, what say?
4. Bake with your preschooler: Engage preschoolers in kitchen games
"They bake the cake and eat it too!"
Supriya runs a bakery from home so it's justified that she spends most of her waking hours in and around her kitchen. Her two sons run the bakery with her!
Whip it up
- Supriya gives each of her sons some fresh cream in an unbreakable bowl with a plastic whip to go with it.
- They whip and mess around with the cream, thoroughly enjoying the process, while she's busy baking.
- The messy cream? Well, that's half eaten by the time they finish.
Two children engaged in the kitchen and how!
Prep the baking dish
"When I bake a cake for them, I let them prep the dish," says Supriya as she continues talking about her kids' involvement in the kitchen. Your preschooler too can help in the kitchen before you bake for him/her.
- Let your child grease the baking dish with butter by using hands or with a spatula.
- You can also get your child to place parchment/butter paper on the baking dish.
- Let your child then sprinkle flour on the dish and aha! Your baking tray is good to go!
Cherry on the cake
Can be strawberry or any other fruit too!
- Get your child to decorate a cupcake or any other cake that you've bought or baked by placing berries/fruits on it.
- You can use the cream whipped by him/her.
- Kids enjoy decorating and placing cherries on the cake. It makes them feel important, as according to them, the beauty of the cake is everything.
It is actually everything, isn't it?
5. Cook with your Preschooler: Sandwich time
Wouldn't it be wonderful if your little ones learn how to make a simple snack for themselves? Make a sandwich with them as a fun kitchen activity and let the learning begin:
- On toasted/untoasted slices of bread, spread some butter. Use a plastic butter knife so that your preschooler can use it too.
- On the buttered slice, place pre-cut veggies, cheese, and garnish as per your child's taste and there, your easy peasy snack is ready.
A simple engagement technique for your preschooler in the kitchen. Right?
6. Kitchen Paper Craft Activity: Newspaper Chef Cap
For all the little chefs out there, this activity is mixture of endless fun! You can do this activity before your child comes into the kitchen to 'help' you.
What you'll need?
- A pair of craft scissors
- Some glue
- A few sheets of newspaper
What do you do?
- Cut a sheet of newspaper so that it measures 10 inches by 7 inches. Roughly a rectangle.
- Cut another strip of newspaper to measure 10 inches in length and 2 inches width wise.
- Measure the strip across your child's head. It should encircle his/her head and fit like a circular crown. Glue the ends so that the strip fits snugly around the head.
- Now fold the rectangular sheet of newspaper so that it becomes a hollow cylinder. We want the cylinder to be glued to the circular strip to make a long chef cap.
- Make your child wear the chef cap and let the sous-chef help you out in the kitchen.
The experience will be lots of fun!
7. Kitchen naming activity: Raid the fridge
"Junaid will open the refrigerator several times when he's in the kitchen. I have no choice, but to force him out."
Farida's three-year-old opens the refrigerator just to look around. Ask him and he says it's fun. Why don't we actually get him busy with indoor games that actually involve opening the refrigerator?
- Allow your child to open the refrigerator and peep inside. Ask him/her to see all the items placed in there and remember them. Even cooked food counts.
- Once the door of the refrigerator is closed, he/she needs to name the items that he/she spotted in the fridge.
- Applaud for every correct answer and let the incorrect answers pass.
Preschoolers really enjoy this kitchen memory game and as they play, you can get lots of work done in the kitchen (which otherwise is difficult in their presence).
8. Indoor games for measurements
Cooking is all about measurements, yes? Rice takes this much water while dal needs another quantity. Baking means checking minute measurements, while frying demands lots of oil. All in all, the kitchen is a game field of measurements. So, let your preschooler learn measurements in there.
Here's how:
- Measure the measuring cups! Pour water into the measuring cups and explain the idea behind 'cup' measurements to him/her. (One cup measures 250 ml just for your reference.)
- Tea spoon, salad spoon, soup spoon, table spoon, etc. Explain the sizes and the logic behind having such different measures in spoons.
- If you have a kitchen weighing scale, show him/her how the veggies are weighed. Talk about kilogram and gram.
Preschoolers are smarter than we usually give them credit for. So, try it!
9. World environment: Teach preschoolers about waste segregation
Ideally, we should all be segregating our waste into two separate bins. The wet waste bin and the dry waste bin. If you're not doing it, you should start now – it really helps in making the world greener!
- Ensure that you use clean bins for this activity. Toy bins will also do.
- When your preschooler is in the kitchen with you and you are throwing waste in the bins, explain which waste material goes in which bin.
- The wet waste bin will have vegetable peels, egg shells, and so on, and these decomposable items help in making compost. The dry waste baskets will contain plastic bottles, used paper and the like.
This kitchen activity simply teaches them about keeping the environment healthy and is also a good initiative at your end.
10. Preschooler and kitchen mess: Mash the banana
Preschoolers enjoy making a mess more than anything in the world. What better way to utilise this energy than to get them to mash soft bananas and then make smoothies?
- Place 3 to 4 ripe bananas on a plate. Let your preschooler peel them.
- In a separate bowl, give him/her a plastic masher and let the mashing begin.
Your mashed bananas are ready!
11. Preschooler food chart: Healthy food and junk food chart
Do you want to introduce your preschoolers to the various healthy foods and junk food options in the kitchen? Here's how you can do it:
- Show them around the kitchen and identify the healthy food choices.
- Get pictures of those food items that they have seen.
- Next, introduce the junk food items and get pictures for them too.
- Tell them that as a rule, healthy food needs to be finished first, before they demand junk food snacks.
- Make a chart by placing pictures of healthy foods in one column and junk food in another. Decorate it in their room or in the kitchen itself.
A good reminder to stay healthy for the entire family, isn't it?
12. Preschooler in the kitchen: Breaking those eggs!
This is mess at its biggest form, yet a lot of fun.
- Get your child to break eggs in a bowl. Teach him/her that no shells should go into the bowl.
Trust me there'll be lots of mess but he/she will be thrilled to no end!
13. Indoor games with food: What's your favourite food colour?
What's your child's favourite colour?
- Decide upon a colour (preferably your child's favourite colour) and cook food that represents only that particular colour during any chosen day. For instance, to show white, make rice or white pasta. For red, make kidney beans and so on. Explain the idea to your child before you begin cooking.
- Your child will get excited. Get him/her to help you in the kitchen doing basic chores like fetch the napkin, the spoon, plate, and so on.
- When the food is ready, be prepared to relish the excitement of your child.
My son's green found its way into green peas samosa and spinach soup!
14. Indoor games with chocolate: Kitchen fun with chocolate dip
Doesn't your preschooler love chocolate? What better way towards kitchen engagement for children than by using chocolate:
- Get your child to prepare a choco-dip to eat with his salad, dessert, or just like that.
- The dip can be made out of regular chocolate bars. Let your child break the bars into small pieces and then you melt it in the microwave.
- Once it's a little cooled down, transfer it to your child's plate, and let him/her relish the fun.
This is one of those indoor games for the kitchen that can be played once in a while and gives you enough time to complete your chores!
15. Snack for preschoolers: Pack a snack!
Get your child to experience how you pack his/her snack in a tiffin box. Although they still don't attend formal schools, preschoolers carry food in lunch boxes when they step out with their parents. This is a good way to get them to experience packing their own food in a box.
- Teach your child the way to use foil paper to wrap the snack in.
- Explain that while packing a snack box, one must remember to pack paper napkins and spoons as well. They are a part of packing the snack box.
- Teach him/her how to fill the water bottle.
And with that, your preschooler's snack box is ready to go!
16. Table manners for preschoolers: Place the mat and set the table
This is more of a post cooking activity where you can get your child to help set the table.
- Teach him/her about mat and cutlery placement.
- Talk about keeping the table clean.
- Talk about using correct cutlery to eat. Let him/her try out a few pieces of cutlery if he/she wants.
- Ignore the mess that he/she creates–eventually, he/she will learn.
Fun and learning combined.
Preschoolers in the kitchen: what's the conclusion?
Preschoolers are curious and having them unattended in the kitchen is a risky situation. Since we have to be in the kitchen for at least some part of the day, the various kitchen indoor games and engagement activities will come to our aid.
When we get them busy in the kitchen doing activities that they like we keep them engaged and safe at the same time. Worth the effort, don't you think?
What are the ways in which you engage your preschooler in the kitchen? Share a few ideas for indoor games with us. Comment now!
Image Credits: flowercarole; Abigail Batchelder
90% of a child's permanent foundation for brain development occurs in the early years according to Rauch Foundation. An overuse of gadgets can only stunt this growth and cause a negative impact on the child's overall development.
If your child is spending more time swiping and scrolling, instead of interaction with the real world, you need to act before it's too late.
Find out if your child is being meaningfully and positively engaged by taking this simple quiz.