China

I thought readers would find this fun and reassuring for that matter!
It's from Food Navigator.com

Dunkin' Donuts moves into mainland China By staff reporter

1/29/2008- Only one year after moving into Taiwan, US bakery firm Dunkin' Donuts plans to open 100 new shops in Shanghai and the surrounding provinces over the next ten years, the company announced last week. The bakery company, which posted net sales of $6.4bn at the end of 2006, has adopted an aggressive expansion policy in recent years, which has seen the firm accumulate over 7,900 shops in 31 countries. Dunkin' Donuts is now looking to increase its presence in the Asia Pacific region, where it already has stores in Indonesia, South Korea, New Zealand and the Philippines. The new stores in Shanghai will sell a mixture of US-style beverages and doughnuts, but will also cater for local tastes and serve some traditional, Chinese delicacies the company said. "The shop will serve items customised to suit local taste preferences such as green tea and honeydew melon doughnuts, as well as mochi rings, which are similar to cake doughnuts but made with rice flour indigenous to the region," the group explained. In Shanghai, the company has granted franchise rights to Mercuries and Associates, the same company that opened Dunkin' Donuts stores in Taiwan. Like many food companies, Dunking Donuts is taking advantage of industry growth in China, currently booming at breathtaking speed. According to a Deloitte & Touche study, the country is now the most popular area with manufacturers looking to expand operations. From 446 executives questioned by the market consultants last year, 84 per cent said they planned to carry out 'significant expansion' in China over the next five years. Over 59 per cent of respondents said they already had manufacturing facilities in the country, beating other emerging markets of Eastern Europe, Southeast Asia and Latin America - favoured by a third of those questioned.

Broccoli

Broccoli from World's Healthiest Foods.

We're introducing broccoli tomorrow. I'm hoping to make it a child friendly event. It's a really good vegetable to make friends with. I hope the children like it.

Broccoli is a member of the cabbage family, and is closely related to cauliflower. Its cultivation originated in Italy. Broccolo, its Italian name, means "cabbage sprout." Because of its different components, broccoli provides a range of tastes and textures, from soft and flowery (the floret) to fibrous and crunchy (the stem and stalk). Do not let the smell of the sulfur compounds that are released while cooking keep you away from this highly nutritious vegetable.

Crucifers Cut Risk of Bladder Cancer

Human population as well as animal studies consistently show that diets high in cruciferous vegetables, such as broccoli, kale, cabbage and cauliflower, are associated with lower incidence of certain cancers, including lung, colon, breast and ovarian cancer. Now, research published in the International Journal of Cancer (Zhao H, Lin J) suggests that bladder cancer can join the list.

University of Texas researchers analyzed the diets of 697 newly diagnosed bladder cancer cases and 708 healthy controls matched by age, gender and ethnicity. Average daily intake of cruciferous vegetables was significantly lower in those with bladder cancer than in healthy controls.

Those eating the most cruciferous vegetables were found to have a 29% lower risk of bladder cancer compared to participants eating the least of this family of vegetables.

Crucifers' protective benefits were even more pronounced in three groups typically at higher risk for bladder cancer: men, smokers, and older individuals (aged at least 64).

Diagnosed in about 336,000 people every year worldwide, bladder cancer is three times more likely to affect men than women, according to the European School of Oncology.

Crucifers' well known cancer-fighting properties are thought to result from their high levels of active phytochemicals called glucosinolates, which our bodies metabolize into powerful anti-carcinogens called isothiocyanates. Isothiocyanates offer the bladder, in particular, significant protection, most likely because the majority of compounds produced by isothiocyanate metabolism travel through the bladder en route to excretion in the urine, suggested the researchers.

A Weekly Serving of Cruciferous Vegetables Halves Advanced Prostate Cancer Risk

A study of 29,361 men, enrolled on the Prostate, Lung, Colorectal and Ovarian Cancer Screening Trial found that men who ate more than a serving of either broccoli or cauliflower each week almost halved their risk of developing advanced-stage prostate cancer (cancer that had spread beyond the prostate gland), compared with their peers who ate these vegetables less than once a month. Specifically, compared to men eating broccoli just once a month, those eating a weekly serving lowered their risk of advanced prostate cancer by 45%. Cauliflower was even a bit more protective. Compared to men eating one serving of cauliflower per month, those enjoying a weekly serving lowered their risk of advanced prostate cancer by 52%. J Natl Cancer Inst. 2007 Aug 1;99(15):1200-9.

Something Fun for Evansville

This notice is from Susie E. I thought it would be fun to share.

Halston Exhibit
Comes to Evansville
Roy Halston Frowick, an Evansville native, was once considered America’s premier fashion designer. Halston, as he became known, was born in Des Moines, Iowa, but later moved to Evansville. He attended Washington and Hebron Elementary Schools, and
graduated from Bosse High School in 1950.

Halston started his career designing pillbox hats like those worn by Jacqueline Kennedy. He
later became widely known for his innovative dress designs. The Evansville Museum of Arts and Sciences will host a Halston exhibit - Halston: A Family Remembrance of an Evansville Original - which will feature daywear and evening wear designed by Halston. The exhibit will run from February 3 through May 4 in the Main Gallery.

The Garden School Tattler

This is a picture of the South Pole today, January 27. It's amazing that we can so easily check into the South Pole for a new picture every 15 minutes. It's summer down there right now. Can't wait to check in this summer to see winter down there!

We've finished our polar places studies and are moving towards a new theme - listening. We will be beginning the Narnia Chronicles tomorrow. Only those children who listen will be able to watch the Chronicles. This is an excellent time for parents to begin to ask questions when a child is watching something on TV. Questions that make children think and return questions are the most valuable.

In February, we are going to do a Stage theme and try to incorporate a lot of play acting, puppets and dance into the afternoon classes. I think the children will really like this. They take to dancing and to theatre quite naturally as Tom and Lindsay have noticed on their karaoke afternoons!

We are encouraging communication skills. Please help your child make sentences to respond to you. Yeah, uhn uhn are not the best responses. When asking your child a question, try to keep from why questions and make them what questions. "Why are you doing that" should be "What do you think you are doing?" It's a matter of being able to answer the question. Why questions are too philosophical for young children. But you can get a great answer to what!

It's going to be relatively nice this week. Please send your child with a coat anyway. He needs to have one to play out doors.

There's a new food game at school. Please have your child show it to you.

Nigeria

How universal is universal? This is a marvelous article and applicable anywhere in the world!

It's from Vanguard Online Edition

Expert harps on importance of early childhood

Written by Adekunle Aliyu

Wednesday, 23 January 2008

"The root cause of students’ failure is from the foundation and this is due to lack of well researched information that will positively influence children/students behaviours through parents, school owners, teachers and students themselves." These are words of an Education Planner, Mrs Kobune Ben-Uponi (BSc.Ed Econs O.A.U, MBA) publisher of the Nigerian schools guide, Step by Step Educator an educational magazine all in her bid to promote quality education. She spoke with Vanguard Education Weekly in this interview. What is the magazine 'Step by Step Educator' all about? The magazine is all about learning, teaching and parenting. It is for teachers and school owners alike who want to know more about the current trends in teaching and learning as well as get informed on the topics and issues in terms of class room learning. The step by step educator also focuses at enriching parents on issues facing them and their wards in terms of parenting i.e. duties of parents to their wards, how to savvy their kids situation in school .It is an encompassing mag that educates both teachers parents and kids. Looking at the reforms in education so far what are your views in terms of development? Education in Nigeria is okay. It is coming up but the quality of results, the quality of graduates we have is nothing to write home about. For the reforms to be effective, I believe it has to be from the grass- root, from early child hood. Early child hood education, primary, secondary these areas are key areas that government must look into to improve the standards in the sense that if the foundation is bad then it will be a case of garbage in garbage out. Having said that with the reforms both past and present we will get there but not immediate it is going to be a gradual thing. What is your take on the quality of teachers we have in our schools today? The quality of teachers today is nothing to go by with and the resultant effect on the students is as we have in computers jargons in jargons out. The quality of teachers tells so much on the students. Does the Step by Step Educator takes a crucial look into early childhood education? Early childhood education or training of a child is the responsibility of parents and teachers in up bringing of a child. Parents should not neglect their responsibility for the teachers nor should teachers leave their’s for the parents they must understand that they are both responsible in the total development of the child. What we at Meribet consult opine is that the Child’s development is vital hence what we have done with Step by Step educator is to focus on the onus of teachers and parents. The parents should not just pay school fees and careless about the child’s developments, or if the child is taught the right curricula in school. So we use the mag to bring about harmony between parents, teachers and school owners informing them on how to go about proper up bring of a child because if both parties know what is to be done in terms of numeracy, literacy etc I think the best result will be reflected in the child’s development. More so the mag helps a child to capture very good reading habits as well as writing from tender age as it helps them to recognize how to break words into syllables. How can reading culture be improved in students in the face of prevailing home videos and other attractions that can take kids away from reading? Well, I will say most people don’t enjoy reading but our main focus is to promote reading and learning through consolations and our publication. Like the School guide and the educators. You talked about quality of teachers as nothing to write home about. How then can parents and school owners find quality teachers? Parents want the best teachers or tutors for their kids. You see a lot of them searching for home tutors, well they must know what to look for in a teacher before they engage one. A good tutor must savvy the learning style of a given child not that the tutor will stuff the kids with home works or assignments but teach the kids to be independent and that is key to effective teaching. How about cost? In any area of work, motivation is a factor to be considered mostly in our kind of environment money is key. Parents must pay to get an A class tutor to get an A class result i.e. quality education Mind you the teacher is a crucial factor when it comes to training of a child How do you come about the rating and assessment of those 1000 schools in your book? As an education planner we take our time to go to the schools to see what they have on ground that can bring about effective teaching and learning more so, we give the schools administration quality counseling on how to deliver good and quality education. So you look at structures and location? No we go beyond structures. So how do you marry schools that impress parents by not giving the true picture of a child’s academic performance? Well, you see in Nigeria the problem with our education is that “we buy education” in the sense that parent pay so much for their kids hence they expect so much from the schools and the schools too want to impress parents due to the amount of money collected from parents which they will not want to lose their students come a new session. Some schools upgrade their students' scores just to impress the parents and improve the school’s image that they are doing well or pretending to providing quality education. But if parents work hand in hand with the schools they will know their kids' capabilities. Parents involvement in a child’s education goes beyond just paying of school fees. In those days when you and I went to schools, the report card tells the child’s true academic performance but today the story had change. Having said that, mind you, the schools only help mold the child that is building on the child’s God’s giving abilities helping him to be independent in life so parents participation includes knowing the right school to put their kids and the Nigerian Schools Guide assists parents to chose the right schools for there sons and daughters. How can parents know how to choose a good school? The book helps parents to know how to access the schools they intend to send their wards to. The question to ask the schools and how to analyse the schools programmes and results are in the book Was your analysis done for those schools in the rich areas or all schools in Nigeria? Oh no !!! we did not segregate any area in our analysis of schools. We went to schools in area like Ajegunle, Mushin, Okokomaiko, Ojo, Ibadan, Oyo etc, most of the areas you will call area of the downtrodden were visited and took record of the school that are doing well there. So our school guide take into consideration all schools in Nigeria before we rated the best 1000 schools so far.

Fun at My House

Just a personal story I thought was fun. Last Saturday, my daughter Anne was downtown Evansville working and she needed a cup of coffee, so she ran over to Subway, and there crouching in the street gutter was a tiny freezing starving kitten. She said the kitten looked at her in the five degree blowing weather as if to say, "I just don't know what to do, help me." She swooped it up and brought it to work, and called mother. We decided in less than 2.5 seconds that I would drive to Evansville and pick it up. It was the most pathetic thing I've ever seen. It was dirty, and it's hair stuck out all over it because there was not enough hydration or fat to let the hair lay flat. It sat on my shoulder during the drive home, happy - so happy - to be warm.

At home, I dropped it in front of Arthur's food dish. Arthur is the drop dead gorgeous blue point Siamese my husband gave me for Christmas who is now his cat. Arthur is a small cat at about 11 pounds. Much smaller than my old cat who in his dotage and stripped of most of his fat was still 16 pounds.

The kitten sang as it ate it was so hungry. As he thawed out, his eye began to run and he started hacking a terrible cough. Then he quit eating and I figured he'd last about two days. He slept and slept and but the cough did not go away, but he didn't die.

I took him to my fabulous vet yesterday, and luckily he has no diseases and he's going to make it. He weighs 1.9 pounds after he discovered Ensure makes a nice milkshake. He's going to be a tuxedo cat like Maestro. He's got a feisty personality and may be cute once we get the eye under control and the coat lays flat.

Kindness to a cat is none the less kindness in my book. We have to think broad strokes on that one. I'm glad Anne found Merlin in the street. Arthur is delighted to have a pal to play with, and one more cat in this big house hardly makes a difference. It's a happily ever ending story!

For the Expecting Mother!

This is a really article for anyone pregnant or not. I got it from Baby Fit, a really good site on the Internet. Whether you are pregnant or not, these exercises will keep you in shape, and that's important for now and for later.

The Secret To Easing Labor Pain

Exercise!
-- By Sara Hambidge, Physical Therapist

Why is it that some women experience a labor that lasts two hours when others are in labor for 14 hours? How do some women go natural despite the potential intense pain involved? Why do some women tear when others do not?

Is there a way to ease the delivery process? Research says YES - through exercise, especially routines involving the pelvic floor.

In a recent study cited in the British Medical Journal, researchers noted that of the 300 women studied, those who did intensive pelvic floor/kegel exercises in the last few months of pregnancy had an easier time giving birth. Most affected was the second stage of labor-- the pushing stage-- where the study found that women who had done the exercises were less likely to spend prolonged time. Having a shorter pushing stage is extremely beneficial, since a longer pushing phase can lead to a tear or episiotomy, as well as increased chances for bleeding or requiring Cesarean delivery.

Kegel Exercises
It’s been known for a long time that kegel exercises also decrease urinary incontinence, a problem in late pregnancy and postpartum.

And there is no excuse to not do them, since they can be done anywhere without anyone knowing you are doing them! You can do kegel exercises in all positions: sitting standing, lying down. Just tighten the muscles of the pelvic floor (the ones that start and stop the urine flow). Do sets of ten, holding for 5 seconds, 10 times per day.

Other Exercises
Exercise in general is a good way to prepare for labor, since it will strengthen the body, increase circulation and flexibility, and improve endurance – all needed during labor. A few other exercises that can assist in the labor process:

• Squats help strengthen the legs and pelvic floor, opening up the pelvis. Many natural birth advocates believe this is the optimal position for giving birth, since it opens the birth canal and allows gravity to assist with delivery. Try Wall Squats with a Ball, Squats with an Overhead Press, or Plie Squats with a Baby Carrier.
  
  
• Tailor sitting & stretching involves sitting on the floor like the stereotypical tailor, with legs crossed. It is one of the most beneficial positions to sit in during pregnancy for many reasons: circulation to the pelvic muscles is increased, and the weight of the baby is supported on the pelvic bones, relieving the pelvic muscles of strain. Stretches the groin and hips, which helps in the second stage of labor (the pushing stage), and alleviates backaches, especially when done with your back against a wall.
  
  
• Sit and stretch with legs outstretched until you feel a stretch in the groin and hamstrings, then hold for a minute. With each breath, relax and release further into the stretch. Try the Seated Thigh Stretch or Partner Surrender Stretch.
  
  
• Pelvic tilts will assist in strengthening the abdominals and stretching the area of the back that’s usually sore in later pregnancy. The “all fours” position is also a good position during the first stage of labor to ease pain.

No one can predict what your labor will be like, but if your body is physically prepared for it, the anxiety of a long and painful labor can be lessened. Keep the exercises above in mind and hopefully you’ll have an easier labor—one that will allow you to enjoy the ride!

From a Pediatrician

Courant.com

Pediatrician: Life's Tracks Set By Age 3

Early Child Care's Importance Stressed

By ARIELLE LEVIN BECKER

Courant Staff Writer

January 16, 2008

Comment: As we focus in on the child at earlier and earlier moments in his life, it can only be a a good thing. Too often we think children are formed when they can think more like we do -about age ten. A psychologist once told me that a child is mostly formed by age ten. If we wait to age ten, we are beginning at the finish not at the beginning. Children watch us and copy our behaviors right from birth.

Jack P. Shonkoff, a Harvard pediatrician, was only sort of joking when he referred to 3-year- olds as middle-aged.

By then, much of the basic circuitry of a child's brain, a series of connections not yet formed at birth, has already developed.

A child whose parents interact with her will probably have well-formed brain circuits and a strong foundation to build on. A child raised in an abusive environment may have damage to his brain architecture that sets him on a path to lifelong problems in learning, behavior, and mental and physical health.

"Things are happening early on in the lives of young children that are either going to set a strong foundation for high economic achievement and high economic productivity ... or can build a foundation that's going to be the beginning of failure, of school failure and economic dependence and criminal behavior," said Shonkoff, a professor of child health and development and founder of the Center on the Developing Child at Harvard University.

Shonkoff spoke to policymakers, educators and other professionals Tuesday as part of the Governor's Early Childhood Summit.

"Every child gets one chance at their first 1,000 days," Gov. M. Jodi Rell said. "We don't want to squander that."

The summit came as many states, including Connecticut, work to expand and remake early childhood programs, spurred in part by research that links a child's earliest experiences to key brain developments. Studies have shown that focusing on the most disadvantaged children as early as possible can lead to significant savings in special education, welfare and prison costs, Shonkoff said.

The summit was also held as state lawmakers consider changes to the prison system, a response to last summer's home invasion homicides in Cheshire.

Beginning with early childhood "is economically right, morally right, workforce right," said Janice Gruendel, the governor's senior policy adviser for children and youths and a chairwoman of the state's Early Childhood Education Cabinet. "It makes for a very good argument in a year when you're talking about let's put all our resources into the prisons."

The Early Childhood Education Cabinet is developing a plan to support children from birth to age 3, designed to link to its plans for children in preschool and beyond. The recommendations include improving maternal health and access to prenatal care, fatherhood initiatives, home visits for infants, and increasing slots for care for infants and toddlers.

Shonkoff praised the proposals and said they reflected state-of-the-art science. The science Shonkoff presented stemmed from decades of brain research in neuroscience, developmental psychology, molecular biology and economics.

Stable, safe relationships and rich learning experiences are key to brain development, Shonkoff said. Children can get them at home and in child-care programs, but they must be evidence-based, quality programs, he said. Child care must be treated as something to facilitate child development, not just to allow parents to go to work, he said.

Shonkoff recommended making basic health services and early care and education available to all children, targeting interventions for children in poverty, and providing specialized services to children experiencing significant stress.

"Forget the school budget and even forget the prison budget," he said. "The health budget would be helped even more by helping children when they're young."

Contact Arielle Levin Becker at alevinbecker@courant.com.

Just for Fun

Here's a little something Susie E sent. Hope it makes you laugh.

India

Here's what is happening in India from the Times of India

Panel to decide upper age limit of childhood

NEW DELHI: When does childhood end? At 18, when a girl can marry; 16, when she can give consent for sex; or 14, when a person can work in hazardous jobs? These legal ambiguities may soon be history, with moves afoot to hammer out a uniform definition of "child" in India. The National Commission for Child Rights (NCPCR) has constituted a committee, comprising representatives from ministries of HRD, labour and women and child development, to redefine the upper age limit of childhood in the country. The committee, chaired by NCPCR member Deepa Dikshit, will place its final suggestions by March this year. And, it's likely to follow the UN Convention on the Rights of the Child while arriving at a common age, after which a person should not be legally regarded as a child. According to Article 1 of UNCRC, "a child means every human being below the age of 18 years unless, under the law applicable to the child, majority is attained earlier". The Article, however, grants individual countries the discretion to determine by law whether childhood ceases at 12, 14, 16 or whatever age is found appropriate. Being a signatory to UNCRC, NCPCR in its preamble, vows to protect the rights of anyone under the age of 18. Having a single definition of childhood age will have far-reaching consequences. "There are multiple variations in India about the definition of a child. NCPCR believes that UNCRC's definition of a child should be universally accepted by the government for right to education, prevention of child labour, booking anyone under criminal law or any other purpose. This would certainly be a step forward for protection of child rights in education, as lakhs of children in the age group of 15-18 years will then be able to avail of government schemes of free and compulsory education. Currently, the right to education is restricted to the age of 14, when a child is in Class VIII or IX. There should be compulsory education till 18 years, when they can at least study till Class XII," NCPCR chairperson Shantha Sinha told TOI. There are wide variations regarding the definition of a child in India. For purposes of legal protection against kidnapping and related offences, it's 16 years for boys and 18 for girls. But for special treatment under the Juvenile Justice (Care and Protection of Children) Act 2000, the age is 18 for both boys and girls. And the Protection of Women from Domestic Violence Act 2005 defines a child as any person below the age of 18, and includes an adopted step or foster child. "Article 21 A of the Constitution of India says that the state shall provide free and compulsory education to all children within the ages of six and 14, while Article 45 specifies that the state shall endeavour to provide early childhood care and education for all children until they complete the age of six," Sinha said.

China

Here is what is happening in China. It's and interesting read:

From China View

BEIJING, Jan. 14 -- Winter vacation is coming next week, yet Shen Yiqian is upset. For her, the month-long winter break means more study, no fun. Her mother has already set up a demanding schedule: English, piano and painting lessons.

Chinese kids are sorely tested. All this extra schooling aims at making the seven-year-old more competitive in a demanding, fast-paced society.

For her winter-break studies Shen will be rewarded with a Japanese cartoon TV drama on DVD and a short trip to scenic Hangzhou, Zhejiang Province.

"I have no choice," says her mother Wu Lihua, an accountant. "People around me have all made detailed and early plans for their children. I just can't let my daughter lose at the starting line."

It's fair enough to want to give your child an edge. Children of today like Shen won't confront basic living problems in their future. But their parents can pay scant attention to their psychological needs for rest, fun and a largely worry-free childhood.

Parents are pushing their children too hard to excel academically at very early ages, says Professor Yang Xiong, director of the Institute of Youth and Juveniles with the Shanghai Academy of Social Sciences.

"Parents, many of whom are white-collar workers with good educational backgrounds, place excessive expectations on their children," he says.

"Some kids are even deprived of a happy childhood since they are trained and supposed to be 'geniuses.' Yet a wise approach is to let children be children."

He warns that though kids today, overwhelmingly in one-child families, are smarter or more knowledgeable than those in the past, they are also facing new problems such as lack of sleep and free time, anxiety over performance and pleasing their parents and even retrogression in their daily-life abilities and skills.

"It's sad that some primary-school students still don't know how to tie their shoes or take a bath on their own," says Yang. Because of all the attention focused on them, he says, "they are also likely to become selfish and self-centered."

Education these days is overwhelmingly exam-oriented. "Teaching for examination and learning for examination" has been the motto for years, and it's difficult to change the mindset. The system is much criticized for turning out good test-takers but relatively few well-rounded students who are curious, inquiring and who take the initiative. Passive, not active learners.

The concept of "quality-oriented education" or quality education has been around since the 1980s and Chinese educators have tried to gradually put it into practice since the 1990s, encouraging students to think for themselves and be creative.

Turning out well-rounded, physically and emotionally healthy people is a slow process. Parents push their children to score high, and teachers still focus on the tests.

'Quality education'

The exam score based on academics is still the only standard method to select students for college admission. Though a university degree no longer guarantees a good job and high salary, it can help, and parents still want to send their children to prestigious colleges for a bright future.

To fully embrace "quality education" in a rat-race era, however, means a new mindset and probably lower test scores.

In principle, quality education covers five aspects: academics, arts and music, moral and value education, physical education and physical labor. The physical labor part is dropped nowadays, and academics is emphasized.

Until that changes, extreme pressure, stress, distress and duress are a matter of course.

Quality education remains a goal, and children's television can help achieve it through learning and entertainment. It can also promote healthy intellectual, emotional and physical growth.

Children's TV in China dates back to the late 1950s. But teaching based on quality education will be incorporated into the 2008 programming by Haha TV, the dedicated children's channel in Shanghai.

Haha TV, formerly a series of TV programs, became a separate channel as of this month. It targets children and teens 14 years old and younger.

Cong Haiying, an official from Shanghai Education Commission, says this is the first time some condensed content and requirements of quality education have been televised in a systematic and easy-to-understand way.

Yang Wenyan, channel director and veteran TV producer, describes today's children, mostly from single-child families, as curious, emotional and capricious. She also sees depression and dissatisfaction.

"The fact is that they are getting too much homework and are asked to compete at the very beginning," she says. "They have little chance to interact with society or nature."

It seems that parents have only one mantra for their children: You must win. That pushes Yang and her team to promote healthy, meaningful learning and child development. It can also help parents understand children's brain development and cognitive growth, and why enormous work loads and demands can be counterproductive.

"The primitive form of children's TV like singing and dancing shows will be replaced by a format with more scientific planning," says Yang. Most programs are developed with experts and psychologists from the Shanghai Education Commission and East China Normal University. Scientific research on children's physical, neurological and emotional development goes into the planning.

"Haha Games" offers funny physical games that take into account children's physical shape and abilities. The program's "happy sports" spirit conforms to local teaching guidelines for physical education.

Children's TV

Parents too can learn from "Happy Scampering" about the cognitive growth and development of children through age seven. Specialists in preschool education are program advisers.

Programs will also encourage children to become readers and get interested in traditional Chinese festivals and customs.

"This is my favorite show," says 12-year-old Chen Qinian of "Haha Games." "My classmates and I seldom miss it. It has taught us how to play football and basketball. That is so cool."

Program highlights include a children's drama about campus life titled "Together We Bond" and a pantomime about building healthy parent-child relationships.

The four-month "Happy Art" teaching program by Norwegian cartoonist Oistein Kristiansen helps children from three to 12 years old express themselves and build constructive imagination through doodling, cartoon drawing, painting, paper craft and other expressions.

"We will apply bright and mild colors in the studio to help children's eyesight," says channel director Yang. "There will be no sharp edges of furniture on the sets and our camera gets down to the child's height to make them comfortable."

The channel will also sponsor a national doodling contest, a children's charity dinner and summer camps for kids to get to know about nature and Chinese society and culture.

Contributers and Collectors by Judy Lyden

If you've ever watched a group of children play, interact or just plain enjoy something together, it's easy to see the different personalities blossoming. Right from the beginning children are either contributers or collectors. They either give information sharing what they know, bringing up questions that the whole group can learn from, or they collect what is being given out by the teacher and use it privately as if they are the only child there.

This week during circle time little boy named David asked a marvelous question: How can an igloo be air tight if the blocks are square? Brilliant question for a six year old. Our first grade teacher was delighted, and Miss Kelly promptly did a math project that corresponded to the question. The children built with three kinds of blocks - rectangular blocks from a Jinga set, square old fashioned blocks from an old alphabet set, and trapezoid blocks from a set meant to build a coliseum. They learned about building, about blocks, about life and mostly about sharing ideas. They quickly saw the difference.

But what if David had kept that question to himself? What if David refused to share? What if David was a collector instead of a contributor? What makes one child a giver and another a taker?

The question must always return to the home because it is from the home that children learn the most about being in the world. The parent is the primary educator of the child. So who are David's parents? David is lucky because his parents are outgoing, loving, positive people; they share with purpose and energy, and that makes all the difference.

In every early childhood place, there will be children who always pick up their toys, who want to help, who offer a smile, an extra chair at the table to someone out in the emotional cold. They offer ideas, questions, and points of view politely and in a loving manner. These children have lots of friends, are respected by their community, and can tackle jobs and work with blossoming talents.

But not all children are like this. Some children are simply takers. They take from the community all the time and effort they can, and they return very little. They talk about themselves exclusively as if they are the only children in the room. They make it known what they want as if no one else matters. They interrupt with what is important to them as if no one else has ideas or anything of value to share. They make demands on the group for time and more time, and they make their presence known as well, but it's all centered around them and it's always about what they didn't get. They never ask questions much less listen to the answer. These children have few friends and can never seem to accomplish anything. They rarely contribute to the group. Their talents are hovering around tending the basics - self care, personal habits, what they did and what they didn't do. It's as if they can't pull away from self to enter the warmer atmosphere of the giving children. There is a natural block and the question is why. It too must return to the parents, because this is what they learned at home.

The question parents should ask is: what am I teaching my child by my own example. Am I teaching my child how to give or take? Am I teaching my child to share his thoughts and work, or am I teaching him to collect without even thinking of the community around them? A good indicator is how many friends your child mentions in an average week, because through an awareness of friendship do people begin to open up and share.

Let's look at communication skills to see what could be the culprit. There are three main levels of conversation or communication, and children glean this at home. They listen to what their parents talk about and they mimic this in school. The least important is the discussion about things like cars, houses, clothes, toys, TVs, and possessions in general. Quite frankly, a discussion about things is dull. You can make that even duller by talking exclusively about "my things." When my things dominate a conversation in school, there is only one thing to do with it: climb to the top of the mountain of belongings, and this usually takes an ugly turn. Children will compete for who has what, and it separates friends and causes children to fight.

The middle level of discussion is about people. Discussing people can easily become gossip, and that's never a good thing. Conversation about people should be informative and interesting and complimentary. Children are listening! People talk should give the listener a lift not a descent into tales out of school. Gossip breeds hatred not love, and children who busy-body, gossip or tattle about other children have also listened to what their parents talk about. Tearing apart another person who is not present to defend themselves is not an example for children to hear at all. It breeds contempt and we should not be teaching children to have contempt for one another.

At the same time, a conversation deadens instantly when the activities or advice of someone outside the immediate discussion is constantly brought in. "My mother says; well my sister always; well my aunt does it this way; well Jane Smith down the street always..." It's always a show stopper because how does anyone compete with the ghostly mother, sister, aunt, or Jane down the street? Why is what we are saying not good enough that some anonymous voice must be brought into the conversation? This is confusing to adults, and much more confusing to children. At the same time, older people have the bad habit of contributing "When I was young," and the truth is it's competitive, and will chase younger less experienced women from a conversation so fast, it's like someone blew the take cover whistle!

The highest form of discussion includes ideas. We spend our school youth trying to understand the ideas of parents, teachers, experts, thinkers, and famous people. When we are adults, we can apply those ideas to our life. If they are good ideas, they will give us impetus to move in one direction or another. Children need ideas that they can understand. Ideas are the least spoken of in discussions because they are the hardest to speak about. Many people are not concerned with ideas because they spend most of their lives concerned about things and who is doing what to whom, and that's a shame because ideas are the fun part of life.

David's question was really a lead into an idea about shapes, about how it works, about people and how they live, how they accomplish the great feat of building an igloo and keeping it habitable. David is six. David asks all kinds of questions because he is thinking and wondering. David does not gossip, and David does not list his toys, David shares and is thoughtful.

Ideas are about life, about behavior, about achievement, about understanding. Ideas pull collectors into the contributers corner. Ideas lift the human heart out of the mundane and the unimportant and pushes the mind to work, to achieve, to answers and solve problems. Ideas leave possessions and gossip in the dust where they belong.

Think about what you showed your child today by your own conversation. If you don't know how to change lesser habits, try asking your child, "What do you think of ...." It can be anything. Your child will need to practice too. It's a family effort. Enjoy it.

A Whale of a Story from Robynn

Robynn sent this. It's really fun reading.

Netted whale hit by lance a century ago

Wound allows researchers to age 50-ton creature at about 115 years old

By Erin Conroy

The Associated Press

June. 12, 2007

BOSTON - A 50-ton bowhead whale caught off the Alaskan coast last month had a weapon fragment embedded in its neck that showed it survived a similar hunt — more than a century ago.

Embedded deep under its blubber was a 3½-inch arrow-shaped projectile that has given researchers insight into the whale’s age, estimated between 115 and 130 years old.

“No other finding has been this precise,” said John Bockstoce, an adjunct curator of the New Bedford Whaling Museum.

Calculating a whale’s age can be difficult, and is usually gauged by amino acids in the eye lenses. It’s rare to find one that has lived more than a century, but experts say the oldest were close to 200 years old.

The whale had a bomb lance fragment lodged a bone between its neck and shoulder blade. The fragment was likely manufactured in New Bedford, on the southeast coast of Massachusetts, a major whaling center at that time, Bockstoce said.

It was probably shot at the whale from a heavy shoulder gun around 1890. The small metal cylinder was filled with explosives fitted with a time-delay fuse so it would explode seconds after it was shot into the whale. The bomb lance was meant to kill the whale immediately and prevent it from escaping.

The device exploded and probably injured the whale, Bockstoce said.

“It probably hurt the whale, or annoyed him, but it hit him in a non-lethal place,” he said. “He couldn’t have been that bothered if he lived for another 100 years.”

The whale harkens back to far different era. If 130 years old, it would have been born in 1877, the year Rutherford B. Hayes was sworn in as president, when federal Reconstruction troops withdrew from the South and when Thomas Edison unveiled his newest invention, the phonograph.

The 49-foot male whale died when it was shot with a similar projectile last month, and the older device was found buried beneath its blubber as hunters carved it with a chain saw for harvesting.

“It’s unusual to find old things like that in whales, and I knew immediately that it was quite old by its shape,” said Craig George, a wildlife biologist for the North Slope Borough Department of Wildlife Management, who was called down to the site soon after it was found.

The revelation led George to return to a similar piece found in a whale hunted near St. Lawrence Island in 1980, which he sent to Bockstoce to compare.

“We didn’t make anything of it at the time, and no one had any idea about their lifespan, or speculated that a bowhead could be that old,” George said.

Bockstoce said he was impressed by notches carved into the head of the arrow used in the 19th century hunt, a traditional way for the Alaskan hunters to indicate ownership of the whale.

Whaling has always been a prominent source of food for Alaskans, and is monitored by the International Whaling Commission. A hunting quota for the Alaska Eskimo Whaling Commission was recently renewed, allowing 255 whales to be harvested by 10 Alaskan villages over five years.

After it is analyzed, the fragment will be displayed at the Inupiat Heritage Center in Barrow, Alaska.

Legislative Update Indiana Association for the Educaiton of Young Children

Here is an update from the Indiana Association for the Education of Young Children. These are Bill History Reports concerning Schools. They may or may not be of interest to all, but they do have some interesting information.

HB1092 School starting and ending dates. (Ruppel)
Digest
Prohibits public schools and accredited nonpublic schools frombeginning student instructional days for the school year before August 17 of a year
and from extending the school year beyond June 7 of the following year, beginning with the 2009-2010 school year.
Date Action
01/08/2008 H: Author Added William 'Bill' J. Ruppel
01/08/2008 H: Co Author Added Robert J. Bischoff
01/08/2008 H: 1st Reading Assigned Education

HB1184 Scholarships for teachers. (V. Smith)
Digest
Establishes the call me mister scholarship program and fund: (1) to encourage and promote qualified African American male teachers to pursue a career in teaching in accredited schools in Indiana; (2) to enhance the number of individuals who may serve as role models for minority students
in Indiana; and (3) to rectify the shortage of African American male teachers teaching in accredited schools in Indiana. Requires the state student assistance commission to administer the fund. Makes an appropriation.
Date Action
01/10/2008 H: Author Added Vernon G. Smith
01/10/2008 H: Co Author Added William A. Crawford
01/10/2008 H: 1st Reading Assigned Education
01/16/2008 H: Committee Sched 8:30 AM Room 156C Education
01/17/2008 H: Committee Action Pass Amend(10-0) Education
01/17/2008 H: Co Author Added Robert W. Behning
01/17/2008 H: Co Author Added Gregory W. Porter

SB0002 School board elections at general election time. (Becker, Lubbers, Merritt)
Digest
Requires that school board members selected by election must be elected at general elections. Repeals obsolete statutes.
Date Action
01/08/2008 S: Author Added Vaneta Becker
01/08/2008 S: Author Added Teresa S. Lubbers
01/08/2008 S: Author Added James W. Merritt, Jr.
01/08/2008 S: Co Author Added Dennis K. Kruse
01/08/2008 S: Co Author Added Mike Delph
01/08/2008 S: Co Author Added Edward E. Charbonneau
01/08/2008 S: 1st Reading AssignedLocal Government and Elections
01/16/2008 S: Committee Action Pass(6-4) Local Government and Elections
01/17/2008 S: Committee Report do pass, adopted

SB0038 School year. (R. Meeks)
Digest
Allows student instructional days for public schools and nonpublic schools that have voluntarily become accredited (excluding year-round
schools) to begin after September 1 of a year and end before June 1 of the following year.
Date Action
01/08/2008 S: Author Added Robert L. Meeks
01/08/2008 S: 1st Reading Assigned Education and Career Development

SB0069 Parental leave for school conferences. (Errington)
Digest
Requires the employer of a parent to provide paid leave to the parent for school conferences when the conferences cannot be scheduled during the
employee's nonworking hours. Provides for enforcement by the commissioner of labor.
Date Action
01/08/2008 S: Author Added Sue Errington
01/08/2008 S: 1st Reading Assigned Pensions and Labor

SB0080 Length of school year. (Ford)
Digest
Extends the minimum number of student instructional days from 180 days to 200 days by the 2011-2012 school year. Makes corresponding
changes to a provision concerning the failure to conduct a minimum number of student instructional days. Provides for the continuation of
collective bargaining agreements that specify a lower number of student instructional days than required under the amended statute.
Date Action
01/08/2008 S: Author Added David C. Ford
01/08/2008 S: 1st Reading Assigned Education and Career Development
01/17/2008 S: 2nd Author Added Teresa S. Lubbers

SB0234 Public school transfers. (Kenley)
Digest
Establishes a public school transfer program that allows the parent of a student to request a transfer for the student to enroll in: (1) a different public school in the student's base school corporation; or (2) a public school in a different school corporation. Provides an allocation of public funds for transfer students between the base school corporation and the receiving school corporation, and provides that a transferring student's
parent is responsible for transportation and any additional costs. Allows school corporations to enter into an interlocal agreement under which students whose legal settlement is in one school corporation may attend school in the other school corporation. Allows a student who has legal settlement in one school corporation and whose parent owns property for which the parent pays property tax in another school corporation to
attend school in the latter school corporation without transfer tuition being charged. Requires a school corporation to provide notice to parents concerning the publication of the school corporation's annual performance report and concerning the right of students to transfer out of schools
that fail to perform adequately.
Date Action
01/08/2008 S: Author Added Howard "Luke" Kenley
01/08/2008 S: 1st Reading Assigned Education and Career Development

SB0248 Scholarship granting organization tax credit. (Drozda)
Digest
. Provides a state tax credit to a taxpayer that makes a contribution to a scholarship granting organization for use by the scholarship granting organization in a scholarship program
to provide scholarships to eligible students. Defines "eligible student" as an individual who: (1) has legal settlement in Indiana; (2) is between five and 22 years of age; (3) either has been or is currently enrolled in a participating school; (4) is enrolling in kindergarten or was previously enrolled in a public school; and (5) either: (A) has an annual household income of not more than 300% of the federal income poverty level; or (B) received
a scholarship as an eligible student in the immediately preceding school year. Sets forth a process for the department of state revenue to certify a scholarship program administered by a scholarship granting organization.
Date Action
01/10/2008 S: Author Added Jeff Drozda
01/10/2008 S: 1st Reading AssignedEducation and Career Development
01/16/2008 S: Committee Sched 3:00 PM Room 431 Education and Career Development
01/16/2008 S: Committee Action PassAmend(6-4) Education and Career Development
01/17/2008 S: Committee Report amend do pass, adopted

The Garden School Tattler

For those of you who are reading this this morning, we are on a two hour delay. That means I'll be at school about 8:45 to open and feed the animals. School will open at 9:00.

Snow days are exciting for kids. For a child, there is a real mystery and innocence about snow, and it's a real pleasure just to see the snow fall. I remember as a child growing up in coastal California that we never got to see snow. The only time we got to see it snow was when we were traveling in the mountains. One year we were going "up to the snow" and we were in a blizzard crossing Donner Pass. It was very exciting to watch my enormous father inching his body under the car to fasten the chains which, of course, fell of in five seconds. Remember, in California they measure snow in feet not inches.

These are blessed days. It's been cold but not so cold the kids can't go out a couple of times a week. Then it's indoor play the rest of the week. We've noticed that on this schedule, there are no colds, no runny noses, no "drip." We're delighted.

We enjoyed Japan Day and the kids really loved International Feast. Many of them visited the buffet table several times. The favorite was the Nigerian Chicken Soup. Thanks to Zoey's friend for bringing it. Thanks to all the parents who brought the delicious dishes. It was a pleasure to have you for lunch.

Sharing is an important part of learning to go to school. Learning what I must share and what is mine alone builds character. The ability to say, "No, that's mine, and you can't share it," and understand the difference between selfishness and self preservation is a key to living well. We don't share many personal things we've used like tissues, and gum, and forks and underwear, but we do share ideas, laughter, jokes, good times and our selves.

I bought a solitaire game last week. It's a one child game, and the children are learning that it's a watch for many, do for one game. It's been a very good lesson that my hands don't always have to touch what you are doing.

This is our kick off week for the geography of countries. We've looked at where the poles are and the equator, and we've looked at North and South America, Africa, Europe, Asia, and Australia as areas, and now we'll fly from one place to another to study particular countries. I can see it in the eyes of the older children that they understand space and difference.

We will offer a waffle breakfast early today, and follow it up with a late lunch of soup, bread and fruit for those of you who want to know how we do this. Nutrition is very important to us.

Drive carefully today, and we'll see you about 9:00.

The Garden School Tattler

We had a very busy week last week. We worked on a theme of sharing. We talked about what we do and don't have to share. Some of it was a real eye opener to some of the children. Most children believe they have to share everything. At the Garden School, we don't believe that's true. We gave some pretty funny examples of what one just doesn't share - like tissue!

We brought our teddy bears to school on Wednesday to share verbally with our friends what we like, who we feel secure with and what kinds of things we love. We shared lunch with our friends and bears on blankets through the school - like a picnic. I think we all enjoyed it.

On Friday, we shared a little privacy by wearing our jammies to school. It was a nice day, and we went outside in our jammies which was especially fun.

This week we are doing a Japan Day - today. We'll talk about Japan, find it on the map, discover how to get there from here, look at some pictures, fold some paper, eat some shrimp tempura, some teriyaki beef, a baked salmon and some carrots and noodles - all with chopsticks! We'll eat some apples and oranges as well. It is Japanese Day!

It's 5:30, and it's snowing! Perhaps it will continue and the children will get some snow play!

On Tuesday, we'll have International Feast. That's an exchange of international foods with parents. It's a mommy or daddy and me day. Parents can bring a foreign dish for four to share. We will play some games and launch our - where in the world is...

We're beginning to see that post holiday jump in the classrooms. Miss Amy's class is copying sentences off the board. This gives the children a real feel for letter writing, and they are so proud of what they can do.

In Miss Kelly's class, the dominoes are quickly falling on the reading. The class is split between the readers and the non readers. Before Christmas, only two children were reading. It's an achievement for both Miss Kelly and her kids.

In our little class of threes and fours, we are learning to listen. We are polishing knowing how to count, to recognize colors, numbers, shapes and letters and answer questions. It's a split between those who know and those who don't.

We are also enjoying new toys and new games.

The Price of Early Childcare

Here's an article published in the Evansville Courier. I don't usually read the Courier, in fact I never read the Courier. Having worked for the Courier faithfully for 15 years, I was suddenly and for no other reason than ( from the lips of an editor) "We no longer have room in our paper for children," dropped. I wrote a last column which was re-written by the staff to make me look like I was quitting writing. It was dishonest and mean spirited and just plain wrong to try to bring my writing career to an end, and there was really no reason for it. If that's how they treat their faithful writers, then I don't want to read their paper, discuss their paper, be shown articles, use them as a reference, a source or a point in discussion. It's about that simple.

But here's an exception to a rather unimportant rule:

I glean from the article that according to the paper, providing an early childhood place is a rather laughable idea. At least they are consistent.

Paying for education

The Issue: Goal is to keep changes 'tax neutral.' Our View: Without an increase, strategic agenda will be more acceptable.

One of the more intriguing aspects of Superintendent Vincent Bertram's strategic agenda for improving the performance of the Evansville-Vanderburgh School Corp. involves money — that is, how to pay for it without riling taxpayers.

Right off the bat, Bertram said as he unveiled his plan last month that his administration proposes to make sweeping changes and to do it "tax neutral."

That's no small challenge, but it is, in our view, the one promise that has kept critics quiet thus far.

It is the one promise that has allowed the public to concentrate on evaluating the proposed academic and facilities changes without nervously guarding their pocketbooks.

Bertram and his fellow school officials are aware of the public's concern about the cost of public education. He said that given the current environment — read that taxpayer concern — the EVSC wants to do this work within the current tax structure.

In such an environment, we are unlikely to see any foolish new and costly projects, such as those some years back to change the facades of high schools. Indeed, new, unattractive facades on Harrison and Central high schools once prompted an editor to opine here that capital projects money must have been burning a hole in the school corporation's pocket — something that a tax-conscious public would not tolerate today.

What it will tolerate, we believe, is paying for programs that improve academic performance and make more efficient use of facilities, especially if that can be done without taking a bigger bite from their household budgets.

It is noteworthy as we enter this discussion that Vanderburgh County residents pay among the lowest school tax rates in the state. Bertram said that in 2005, Vanderburgh was 277th lowest out of 293 school corporations.

Much of what he envisions doing has little to do with new buildings. For example, with early childhood education, he wants to create three new early childhood centers, but they would be located in existing school buildings. Among the funding sources would be a reallocation of federal Title I dollars, grants and a community partners initiative.

Bertram wants to make a major investment in improving technology — such that the school system could better prepare its students to function in a global economy. He is looking at $8 million to $10 million, some of which would come from general school funds and capital projects funds.

Of course, the big one involves building new facilities, mainly a new high school/middle school in northern Vanderburgh County, but also altering other schools that would be switched from K-5 to K-8.

A bit of background: Some years ago, the EVSC approved a generous early retirement package for teachers. The intent was to encourage teachers at the top of the pay scale to retire, to be replaced by new teachers at a much lower pay grade. Teachers grabbed at it, to such an extent that the school system found itself facing unfunded costs. That led to the creation of a pension bond fund, also tax neutral, to be paid from the capital projects fund, as permitted by state law.

As that is paid down now, to be gone in 2014, the EVSC can shift some of those capital funds to new facilities. School officials estimate they would have $2.2 million available in 2008, growing to $10.4 million in 2014 for new facilities.

It may be an oversimplification, but here's one way to look at it. Say you buy a new car and your payments are $500 a month. You pay that for five years, and as your final payment approaches, you have a decision to make: reduce your monthly budget by $500 and continue driving your now used car, or buy another new car and continue paying $500 a month. As to the latter, you are already paying it, so your monthly budget payments don't increase.

Given the challenges facing the EVSC, and the promise of the strategic agenda, it seems a wise decision now to buy some new programs and facilities, especially if it can be done without increasing the payments.

Great Expectations by Judy Lyden

With all the candidates squawking about the need for universal childcare; with the city wide discussion about what early childcare should offer the child; with parents wondering what children need and how much this is going to cost, it's a difficult project to put it all into perspective and make sense out of what we hear on TV, read in the newspaper, or glean from friends.

As someone still in the trenches of early childhood work some 36 years, I will say the best thing I've ever heard concerning early childhood is from my school partner, Edith St. Louis. She says of our students, "Take a child from where ever he is as far as he can go."

To elaborate: take a child on his first day with you, watch him, spend time with him, find out his weaknesses and his strengths, and then take him through the channels and hurdles of learning to the last day you have him in your care. Give him everything you can, physically, emotionally, spiritually, intellectually, and morally.

It's a covenant; it's pact; it's a promise; it's a daily endeavor that begins in the beginning on that first day and stays with a child his entire life. A child should be able to return to his preschool or kindergarten teacher when he's grown and say, "Thank you for caring about me." He should remember because the early childhood years are first and probably most important building blocks there are in a child's formation.

We hear a lot about development. I like to use the word formation. Development revolves around the idea that there is a standard, and we should jump into the box that contains that standard. I would like to think that more than adopting a standard, a child will create a standard for himself that always remains out of the box. That his formation will include much more than standards and that his formation will aways be precious to him and continue forever.

We hear a lot about developmentally appropriate. I like to use the word discovery. We are geared as early childhood professionals to channel activities into certain sphere of learning that "Is not out of the range (box) of what is appropriate - developmentally." I like to think children discover during their days and through their discoveries, they learn much more than what is expected and even, at times, appropriate.

We hear a lot about outcome. I like to use the word input. Anyone can expect a predictable outcome for children. He will know his letters at 5; will know his math facts at 7; will know how to write his name at 6. With a little input, a child can do any of these things when he's good and ready. But he won't know he can if he's not introduced to the possibilities. If he doesn't get paper and pencil, how will he know he can write his name clearly at three? He won't know he can read at four if he's not taught.

And there is the real word - taught. A teacher will teach and teach and teach repeating the same thing over and over and over. Finally, a child will understand. In a class full of eager minds and unprogrammed thought, there will always be a domino effect. One child will have a breakthrough, and then another, and then another until every child understands that which has been taught and consider it learned. It's a teacher's joy.

We hear a lot about school readiness. The question is: Is a child ready to go to school and is the school ready to receive him. It seems to me that any respectable early childhood place should not even have to ask the first part of the question. It should be the first and primary goal of any school to both make a child ready, and then receive him.

So what's a fair range of "I can do's" a child should have accomplished when leaving an early childhood place? He should know about himself, about his family, about where he lives, about his state and country. He should be able to pledge the flag. He should know how to address another child, a teacher, his parents, an authority figure, and a stranger if need be. He should know how to listen, how to be quiet long enough to understand a story, a joke, a directive or even pray. He should know how to follow directions, how to ask a question, how to answer in turn, how to play a game, put a puzzle together, sit at a table, draw a picture, understand numbers from 1-100 and how to sound out words. He should be able to sing a song, stand in line, pick up his own mess, wash his hands, eat with a fork, and go to the toilet unattended.

These are just a few of the many things that build a child's formation in early childhood. So when you listen to the great debates about universal childcare, think about these things - especially the idea that teachers take a child as far as he can go. That's what we're voting for, looking for and paying for - nothing less.

Spark People's Worst of the Worst!

Everyone posts the top ten something. Here's something I got from Spark People

1. Carl's Jr. Western Bacon Six Dollar Burger I’m an East Coast kind of guy, but I realize there are no boundaries when it comes to bad foods. So, for this review, I took the advice of 19th Century newspaper editor Horace Greeley who urged, “Go west, young man, go west.”

The Western Bacon Six Dollar Burger will gun you down with 1,130 calories (600 from fat), 66g fat (100% of your Daily Reference Value), 28g saturated fat (140% DRV), 150mg cholesterol, 2,540mg sodium (110%DRV), 83g carbs, and 47g protein.

I’m beginning to understand why it’s called the Wild West! Sorry boys, but I’ll take the 3:10 to Yuma… and then the next plane to good old Philly, land of cheese steaks and soft pretzels over this one!
2. Pizza Hut Double Deep Pizza These Double Deep Pizzas are handcrafted by loading an entire pizza with twice the toppings of a medium pizza, plus 50% more cheese and then wrapping the crust over the top to hold all the toppings in.

I tried two slices of the Meaty variety. According to the Pizza Hut Website, I also opted for 1,160 calories, 72g fat (110% of your recommended Daily Value), 28g saturated fat (140% DV), 3g trans fat, 200mg cholesterol, 3,980mg sodium (166% DV), 62g carbs, and 62g protein.

In all fairness, the suggest serving is one slice (1/8 the medium pie) but who eats a single slice? Not me.

3. El Monterey XX Large Chimichanga While shopping at Wal-Mart here in Northeastern Pennsylvania, I noticed Spicy Red Hot Beef & Bean Chimichangas in a cooler near the deli. They looked suspiciously like my 3-for-a-buck burritos of yesteryear—only bigger and a tad more costly.

While a standard burrito wraps a filling of meat, beans and/or cheese in a flour tortilla, a chimichanga is a meat-filled tortilla…deep-fried.

The key words "deep-fried" may explain why my mushy 10-ounce XX Large Chimichanga did a Mexican fat dance on my diet to the tune of 920 calories, 57g of fat (15g saturated, 1g trans fat), 40mg cholesterol, 1,140mg sodium, 83g carbs, and 22g protein.

Ay, caramba! It's a good thing I only had one.

4. Denny’s Meat Lover’s Scramble As Mr. Bad Food, I’ve seen plenty of bad nutrition numbers in my day. But I never saw anything as heart-stopping as what I found on the Denny’s Website one day.

It was my stomach that turned upside down when I checked out the nutrition numbers for Denny’s Meat Lover’s Scramble. Denny’s could be charged with “salt with a deadly weapon” for serving a breakfast entree that packs an unbelievable 4,170mg of sodium! (The Recommended Daily Allowance for sodium is 2,400mg.)

The Meat Lover’s Scramble will also shake you down with 1,280 calories, 71g of fat (21 saturated, 0 trans), 565mg cholesterol (the RDA is 300mg), 103g carbs and 54g protein (RDA is 50). By the way, the RDA for fat is 65 grams, so you are taking in more than a day’s fat, cholesterol and sodium in a single meal!

So if you find yourself at a Denny’s and someone recommends a scramble, take my advice and scramble for the door!

5. Hardee’s Country Breakfast Burrito The word burrito sounds like a term for a little burro. If you don’t want to make an ass of yourself—by scarfing down 60 grams of fat with your first meal of the day—then steer clear of the Country Breakfast Burrito at Hardee’s.

The king-sized breakfast burrito is cobbled together from two omelets, five hashrounds (their cutesy version of hashbrowns), cheddar cheese, and sausage gravy. The omelets that fill out the tortilla each contain two eggs, crumbled sausage, diced ham and bacon bits.

Now, if you’re hungry for 920 calories, 23 grams of saturated fat, and nearly 2,000 milligrams of sodium for your morning meal, dig in!

6. KFC Chicken & Biscuit Bowl The clever cooks at KFC devised a way to toss together an entire chicken dinner in a single bowl. According to the KFC Website, the new bowls are “a blend of mouth-watering KFC flavors and textures all layered together.”

A blend…a jumble…a clutter…Call it what you will. But after checking out the nutrition facts, I call the Chicken & Biscuit bowl a great way to flock up your diet!

Their nutrition guide says that the Chicken & Biscuit dish will bowl you over with 870 calories, 44g of fat (11 saturated, 4.5 trans), 60mg cholesterol, 2,420mg sodium (101% of your recommended daily amount), 88g carbs, and 29g protein.

7. Starbucks Double Chocolate Chip Frappuccino Blended Crème When is a coffee drink not a coffee drink? When it comes with calories and frothy extras you’d expect to get with a milkshake! Oh, and when it doesn’t even include coffee! Case in point: The 24-ounce (that’s Venti-sized in Starbucks lingo) Double Chocolate Chip Frappuccino Blended Crème served up at your local Starbucks.

This drink is made from rich chocolate, chocolate chips and milk, and is blended with ice, and topped with whipped cream (optional), and chocolate drizzle.

With 670 calories, 22g of total fat, (12g saturated fat; 0.5g of trans fat), and 107g of carbs, it only sounds like a coffee drink. The 12 grams of saturated fat is equal to the saturated fat you get in a McDonald’s Quarter-Pounder with Cheese… but the sandwich packs 160 fewer calories than the Frappuccino!

8. Pizza Hut P’Zone
It takes two hands to handle a Pizza Hut P’Zone. The problem is—according to the nutrition info on their website—it should also take two people! Yes, despite the fact their TV ads showed a bunch of hungry guys chowing down on whole P’Zones, each super-sized dough pockets of meats, cheeses and sauce is considered TWO SERVINGS.

The nutrition numbers… doubled for those of us who consider the P’Zones one-meal wonders:

P'Zone Classic: 1,220 calories, 46g fat, 22g saturated fat, 2g trans fat, 130mg cholesterol, 2,700mg sodium, 144g carbs, 8g fiber, 60g protein.

P'Zone Pepperoni: 1,260 calories, 48g fat, 22g saturated fat, 2g trans fat, 140mg cholesterol, 2,980mg sodium, 140g carbs, 6g fiber, 64g protein.

P'Zone Meaty: 1,380 calories, 58g fat, 26g saturated fat, 2g trans fat, 160mg cholesterol, 3,460mg sodium, 144g carbs, 8g fiber, 70g protein.

9. Wendy’s Baconator
The term “Baconator” sparks images of an action flick featuring a leading man with a terribly thick Austrian accent. But if you’re planning on ordering Wendy’s newest blockbuster, think again. I can picture it now: A seatbelt-straining drive-thru customer grabs his grease-stained bag of beef, bacon and fried potatoes, and before driving off to feast upon his Baconator, he shouts to the drive-up window jockey, “I’ll be bawk…for my defibrillator paddles!” Then, just before he zooms out of earshot, the server leans out of her window and yells back at him: “Hasta la vista, flabby!”

OK, so it’s poor scriptwriting. But it’s also poor dining to indulge in this Wendy’s double cheeseburger on steroids. The Baconator boasts two beef patties, two slices of cheese and SIX slices of bacon! Do yourself a favor and terminate your urge to order this beast of a burger.

The nutritional numbers for the 10-ounce Baconator: 830 calories, 51g of fat (22g saturated, 2.5g trans fat), 170mg of cholesterol, 1,920mg of sodium, 35g of carbs, and 57g of protein.

10. Denny’s Extreme Grand Slam Ads for Denny’s Grand Slam breakfasts used to feature the tagline, “$2.99…Are you out of your mind?!” Now that the restaurant chain has launched ads for its new Extreme Grand Slam—a breakfast platter piled high with three strips of bacon, three sausage links, two eggs, hash browns and three pancakes—they might want to change it to, “You’re ordering a Denny’s Extreme Grand Slam…Are you out of your freakin’ mind?!”

The Denny’s Website urges customers to “fall in love with breakfast all over again.” It then offers up its latest line of “Breakfast Cravers” platters—dishes packed with the artery-clogging goodness of not-so-lean meats. Cases in point: The Meat Craver’s Breakfast and the Steak and Cheese Omelette.

The nutritional numbers for the 21-ounce Extreme Grand Slam: 1,160 calories, 64g of fat (17g of saturated fat), 560mg of cholesterol, 3,750mg of sodium, 102g of carbs, 4g of fiber, and 45g of protein.


There you have it—my picks for 2007’s Best of the Worst…or should I say, The Worst of the Worst! Have a Happy and Healthy 2008!

Lunch by Judy Lyden

So what does a child really need for lunch?

The United States Department of Agriculture Child and Adult Food Program says that for lunch a 3-5 year old child needs 1.5 ounces of protein, 4 ounces of fruit and or vegetable, 1 ounce of enriched or whole grain bread, and a cup of milk.

The optimist looks at that and says: baked chicken, corn on the cob, fresh apples, a whole grain fun muffin and a cup of milk.

The pessimist looks at that and says: frozen pizza, French fries, applesauce.

So who cares? Few parents and providers really do care, and that's what is causing a nation of obese and unhealthy kids. False ideas that salty snacks are better than sweet snacks, that juice boxes are a good way to add a fruit to a child's diet, and that fast food is a good option to anything at home is driving high blood pressure and diabetes into many children's lives. Today's child is accumulating more calories in a day than ever before and most of it comes from snacks.

One of my favorite children once told me that his favorite lunch was grilled cheese and cheese puffs. When you consider that the sandwich was probably white bread, the cheese was "peal and eat" oil based cheese, and it was probably served with a fruit "drink" you are talking about a potential lunch menu that has fewer nutrients than cat food. The sad part is, this child could really eat.

Lunch is a very important part of a child's basic health. A child between 1-3 should eat about 1300 calories a day. A child who is 4-6 should eat about 1800 calories per day. When you consider the totals at the end of the day, you might get just the right amount of calories, but when you put junk calories into one category and nutrition calories into another category, and you total both categories, what exactly is your child eating? Is it even healthy? Is there really room for treats, or is the meal the no-nutrition treat all by itself?

Let's take a look at this little boy's grilled cheese lunch and compare it with the same lunch but with some better options. Let's first look at the bread. When you weigh bread, the more fiber the bread has the heavier it is. One ounce of white bread is twice as large as an ounce of multi-grain. Good, you say, I can eat more for less. Perhaps. But the real question is how many slices of white bread will you or your child need to feel full? Will your child eat 2 sandwiches for a total of 400 bread calorie slices. Would he have been just as full eating one slice of multi grain bread for a total of 100 calories?

Now let's consider the bread. Bread is supposed to fill you up, and it's supposed to act as a cleansing agent while it's being digested. It absorbs impurities that get into your system and then clean sweeps the colon. Eating bread is a really terrific part of your diet unless you eat white bread. White bread does not have the fiber to cleanse. It actually causes your system to back up, to clog, and in an article I read recently, white bread can actually cause cancer because it doesn't leave the system; it stays and stays.

So when making that grilled cheese sandwich for your child, consider your bread carefully. When you do, you will begin to see that most children only need one slice.

Now let's look at the cheese. When you save money on bread, it's time to spend a little more on cheese. The cheese that's wrapped in plastic individual sheets is cheese food not cheese. What's wrapped is actually not that different from the wrapper. Plastic leaches into the food. There is a high sugar and salt content to give flavor to the unreal food. Cheese food has the nutritional value of cooking oil because that's about what it is. Cheese must say "Cheese" to be a genuine food.

When using real cheese, buy the slices that are a little thicker. Most of these will measure out at 1 ounce. For lunch a child needs 1.5 or 2 slices. This allows the child to really taste the cheese. Cheese has about 88 calories per ounce. Cheese food has 141 per ounce. So with real cheese, you really are getting more for your money and spending a lot fewer calories.

Now, the go alongs. Let's see the difference between cheese puffs and say apples. Cheese puffs average about 160 calories for an ounce and an ounce fits into the palm of your hand. Cheese puffs are high in salt and have no nutritional value. They are a body clogger much like white bread. They give a child a false sense of full that leaves quickly and they send blood pressure up for uneven behavior problems.

An apple, on the other hand, probably weighs 4 ounces has 55 calories. Half an apple fits the USDA food program and has a lot of potassium, fiber and good power building carbohydrates. An apple offers a child energy without offering a momentary rush of excited behavior with a crash a few minutes later. Apples are good carbohydrates that allow a slower digestion pattern and stay with a child a longer time.

Adding the other components the USDA Child Care Food Program requires means adding another fruit or vegetable. Let's offer carrot sticks. For every baby carrot stick a child eats, it's four calories.

Now for the final crunch - milk vs. juice drink:

Milk is an essential food for bone and brain development. A cup of 2% white milk has 138 calories. A juice box contains about the same calories - 140 calories and has a lot of the wrong kind of sugar.

Let's look at the two lunches:


2 ounces of white bread at 200 calories
2 slices of cheese food at 280 calories
1 ounce of cheese puffs at 160 calories
1 juice box at 140 calories

Total calories: 780 with little food value

1 ounce of multi-grain bread at 100 calories
2 slices of cheese at 170 calories
1/2 an apple at 30 calories
10 carrot sticks at 40 calories
1 cup milk at 130 calories

Total calories : 470 with a lot of food value

Considering all this, the question still remains - what about the need for 1800 calories?

By eating nearly 500 calories three times a day, a child still has room for a sweet or two or an extra helping or even an option like a bowl of soup without the thought that the child is eating too much.

By eating 780 calories at every meal, a child is way over his count, and when he adds that sweet or extra or bowl of soup, he is putting on enough calories to send him into the danger zone.

And speaking of sweets, lots of parents are down on sweets and sugar because they are afraid their children will be fat. By looking at what you are really serving a child, the question of obesity can't be blamed on a few cookies. It can be blamed on the neglect of food components, the idea that all food is equal, and that constant stop for a fast food lunch is not a bad thing because it's convenient. That lunch of six chicken nuggets at a calorie count of 320, and 150 calories for the potatoes that usually go with, and a soda at 147 calories is about 617 calories.

The average cookie has fewer than 100 calories. So compare the average cookie to cheese puffs or other high salt crackers or snacks. Ounce for ounce cookies are a better treat and have lots less salt. Cookies packed with added fiber like oats and raisins, apples, and made with whole wheat flour are probably better for a child than a lot of neglectful meals.

When feeding children lunch the idea is to assemble real food, and keep in mind that fresh is always better than canned, real is always better than imitation, and low salt is preferable to high salt.