LOL It Can Change Your Life

laugh We have all heard the sayings, “laughing is good for the soul” or “laughter is the best kind of medicine.”  These sayings originated from the Bible over 3000 years ago.  Proverbs 17:22 NIV says,  “a cheerful heart is good medicine, but a crushed spirit dries up the bones.”  Hi this is Terri Borman childcare provider and author of Shapes Go to School.  Today’s post is about the importance of laughter, and I have listed below 10 positive things laughter does for your physical well being:

1.) Laughter is better than Vitamin C; it will boost your immune system.

2.) Laughter improves blood flow which energizes organs such as the heart, the brain, and the lungs.

3.) Laughter reduces aggression and tension.

4.) Laughter allows you to form connections and bonds with others.

5.) Laughter manages pain by releasing endorphins (peptides that offer a feeling of well being and help with pain management).

6.) Laughter helps stabilize blood sugar levels.

7.) Laughter burns calories.

8.) Laughter improves blood pressure and blood flow.

9.) Laughter helps coping with the unexpected.

10.) Laughter decreases the levels of stress hormones called cortisol and epinephrine.  These two hormones can suppress the immune system allowing sickness and disease to attack the body.

Laughter is contagious!  Click on this link http://www.ahajokes.com/funny_jokes.html for one liner jokes to tell your co-workers, friends, or children like What do you get when you cross a duck with a firework?  A firequacker! or Why did the turtle cross the road?  To get to the Shell Station!  In order to get children to laugh, you have to play silly games or tell jokes that are on their level.  A younger child may not understand the “Shell Station” punchline.  We loved to laugh as children, but somewhere along the way to adulthood we stopped laughing as much.  Incorporating more laughter into our diets will cause positive things to happen inside our bodies!

9781481758161_COVER_V3.indd  Order a personally signed copy of Shapes Go to School go from this website http://www.teacherspayteachers.com/Product/Shapes-Go-to-School-738347 or click on the book!

Resources:

http://www.discovery.com/tv-shows/curiosity/topics/10-reasons-why-laughing-good-for-you.htm

http://wiki.answers.com/Q/Who_said_laughter_is_good_for_the_soul

 

B.E. S.A.F.E.

heat kills2  Once a child’s body temperature reaches 107 degrees Fahrenheit, brain damage or death can occur.  This medical emergency is called heat stroke and so far this year, 2014, there have been at least seventeen heat stroke deaths of children left inside vehicles.  Even on days with relatively mild 60 degree Fahrenheit temperatures vehicles can reach deadly temperatures.  Hi this is Terri Borman child care provider and author of children’s book “Shapes Go to School” and I would like to share KidsAndCars.org’s recommendations for these following B.E. S.A.F.E. tips.

B is for back seat- Put something in the back seat so you have to open the door when leaving the vehicle such as a cell phone, employee badge, handbag, etc. especially do this if you are not the usual caregiver dropping off the child at day care.  The number one reason for these deaths are from caregivers forgetting to get the child out of the car.

E is for Every Child- Every child should be correctly restrained in the back seat.

S is for Stuffed Animal- Move a stuffed animal from the car seat to the front seat to remind you when your baby is in the back seat.

A is for Ask- Ask your child-care provider to call you within 10 minutes if your child hasn’t arrived on time.

F is for Focus- Focus on driving don’t get distracted by a telephone call.

E is for Every Time You Park- Every time you park your vehicle open the back door to make sure no one has been left behind and lock your doors to stop your children from sneaking back in to play later.  The number two reason for these deaths are from children getting into cars to play without their parents knowledge and then the child is not able to get back out.

Day care buses are now coming equipped with safety equipment which requires the driver to go to the back of the bus to disengage an alarm in hopes that he/she will check each seat as they go.  Unfortunately, this safety step can be bypassed if the driver has a passenger (child) disengage it for them.

Security personnel, parking lot attendants and the general public should look for children alone in a vehicle and call 911 immediately.  If the child seems hot or sick, they should get them out of the vehicle as quickly as possible.

Here are some statistics:

  • Total number of U.S. heatstroke deaths of children left in cars, 2014:  17
  • Total number of U.S. heatstroke deaths of children left in cars, 2013:  44
  • Total number of U.S. heatstroke  deaths of children left in cars, 1998-present:  623
  • Average number of U.S. child heatstroke fatalities per year since 1998:38
  • See Monthly Statistics
  • See Per Capita Deaths by State
  • Circumstances
    • An examination of media reports about the 606 child vehicular heatstroke deaths for an fourteen year period (1998 through 2013) shows the following circumstances:
      • 51% – child “forgotten” by caregiver (312 Children)
      • 29% – child playing in unattended vehicle (177)
      • 18% – child intentionally left in vehicle by adult  (111)
      • 1% – circumstances unknown (6)
    • Demographics of Persons Responsible for Heatstroke Deaths of Children Forgotten in Vehicles

http://www.kidsandcars.org/kidsandcars-org-warns-against-leaving-children-in-hot-vehicles.html

http://ggweather.com/heat/

True Stories  http://www.weather.com/news/tragic-summer-children-left-hot-vehicles-20140710

cropped-9781481758178.jpg  Click here to order your personally signed copy!

ForgetMeNotBrochure  http://mtcbiz.net/forget_me_not_alarm.html

 

 

 

The ABC’s Of Infant Sleep

Suddenly and quite unexpectedly babies die in their sleep and for no apparent reason.  In fact, almost 400 babies die in their sleep annually in Texas causing the state to go on a campaign mission entitled “Always Give Babies Room to Breathe!”  Hi this is Terri Borman child care provider and author of children’s book “Shapes Go to School.”  As a child care provider, it’s scary to think that an infant that I love and care for could die in his/her sleep while in my care, so I must to do everything in my power to provide a safe and clean environment and follow State guidelines about infant safe sleep practices.

The ABC’s of Infant Sleep:

  • A- ALONE (Infants should sleep alone)
  • B- BACKS (Infants should sleep on their backs with no blankets or bedding)
  • C- CRIB & COOL (Infants should sleep in a crib around 70 degrees)
  • S- SMOKE FREE (Infants should sleep in a smoke free environment)

Do’s and Don’ts:

  • Do place babies on their backs to sleep.
  • Do keep babies away from second hand smoke.
  • Do dress the baby lightly and control the room temperature use a fan to aide in air circulation.
  • Do Breast feed your baby and use pacifiers because they can lower the risk of sudden death.
  • Don’t put a baby to bed swaddled or with blankets, pillows, stuffed animals, or bumper pads.  A cute and adorable crib could be a deadly one.
  • Don’t cover a babies face.
  • Don’t prop a bottle.
  • Don’t let an infant sleep with adults or other children and especially don’t sleep with an infant if you are under the influence of alcohol or drugs which make you sleepy or extremely tired.
  • Don’t put your baby to sleep on a chair, sofa, futon, bean bag, any kind of cushion, soft mattresses, waterbeds, or memory foam.
  • Don’t expose infants to second hand smoke.

back to sleep (Click on this picture and watch 2 short videos)

Remember the safest place for a baby to sleep is in an approved crib with a tight fitting sheet in the same room as the parents or caregivers.  Adult beds are not made for babies and increase the risk of death.  Please click on the picture of the baby above to watch 2 short videos.

cropped-9781481758178.jpg (Click on the picture of my book to purchase a personally signed copy)

About “Shapes Go to School:” It’s the first day of school and the teacher, Miss Heart, has asked the students to get up and introduce themselves.  One by one each student gets up and tells each other their names, their color, and how many sides they have.  When it is Circle’s turn to get up, he is sad;  he doesn’t have any sides like the other shape children.  Don’t worry though!  All is well by the end of the story and every one of the shape children learn that they are special and useful in their own ways!

 For Resources and statistics:

http://www.dfps.state.tx.us/Room_to_Breathe/News_Releases/2010.asp

 

 

 

 

 

 

Mama’s Don’t Let Your Babies Grow Up To Be Cowboys

Hi this is Terri Borman child care provider and author of the children’s book entitled “Shapes Go to School.”  Do you remember the song “Mamas Don’t Let Your Babies Grow Up To Be Cowboys?”  It was written by Ed and Patsy Price in 1975 and then various other country singers such as Waylon Jennings and Willie Nelson started singing it in 1978.  The narrator of the song warns mothers not to let their children become cowboys because of the tough and dangerous life and to this day, farming and ranching remains one of the top ten deadliest jobs.  In fact, here are the the top ten deadliest jobs according to Forbes Magazine and the U.S. Bureau of Labor Statistics that mothers might not want their babies to grow up to be.

logger  Logging workers take the number one spot for the deadliest job around.  Logging workers harvest thousands of acres of forests each year handling extremely heavy equipment.  They fight the elements of being outdoors even in poor weather making logging physically demanding and dangerous.  Most often they work in isolated areas and if an injury occurs, help is not just around the corner.  Most logging workers earned a yearly salary of $33,630 in May 2012.

crab fishing  Fisherman have the second deadliest job.  You probably heard of the Deadliest Catch from the Discovery Channel?  It’s one of my favorite shows and it has really helped shed the light on how tough and dangerous fishing in the Bering Sea can be.  The fishermen are susceptible to getting tossed overboard by a rogue wave, getting tangled up in an 800 pound crab pot line as the pot is going over the rail, getting hypothermia due to the the extremely cold temperatures, and crippling injuries caused by working with heavy machinery and gear.  Their seasons are short so they have to spend every minute of every hour hauling gear, leaving them tired, hungry, and dehydrated. The average salary for a crab fisherman largely depends on the market, the catch, and the fisherman’s experience.  A newbie called a green horn will only make $100- $150 per day where as the more experienced deck hands will make a percentage of the catch.

airplane pilot  Aircraft pilot, co-pilot and flight engineers have the third deadliest job.  Pilots are trained professionals responsible for flying a variety of aircraft such as airliners, cargo planes, helicopters and crop dusters.  There are many types of assignments that pilots can take, such as airline and cargo pilots, test pilots, crop dusters, search and rescue helicopter pilots, aerial ambulances or VIP transportation.  Pilots are in charge of planning their flight path, checking on the weather conditions, calculating their fuel needs which means knowing the weight of the aircraft, along with the distribution of weight throughout the aircraft.  Pilots must be able to navigate, communicate with air traffic control, continually monitor the instruments and if need be, handle any emergencies that occur during flight. The main danger pilots face is obviously crashing which can occur during landing or takeoff, during bad weather, mechanical problems or collisions with other aircraft or objects.  The average salary ranges from $88,000-$132,000 but could be as high as $200,000 in the private sector.

roofer  Roofers have the fourth deadliest job.  Working high up on rooftops in all types of temperatures with little or no safety measures, fixing and repairing roofs makes roofing one of the most deadliest jobs.  Roofing is physically demanding due to the heavy lifting, climbing and kneeling and they face the dangers of falling from heights, getting burned from hot bitumen (also known as tar), and getting injuries from their equipment.  The average annual wage for roofers in 2010 was $38,000.

steel and iron worker  Structural iron and steel workers have the fifth deadliest job.  Structural iron and steel workers install iron or steel beams, girders and columns to form buildings, bridges and other structures.  It’s physically demanding and dangerous due to often working at great heights while standing on 4″ beams with swinging cranes and dangling I-beams.  However, on the job related deaths has declined over the years due to enhanced safety measures, such as installing heavy nets that can catch falling workers or debris.  The median annual wage for structural iron and steel workers was $46,140 in May 2012.

trash collector  Trash collectors have the sixth deadliest job.  The high number of deaths can be attributed partly to impatient drivers, who try to pass stopped garbage collection vehicles and end up hitting the collectors.  Collectors also take precarious perches on the sides and rear of the moving garbage trucks, clinging to handles and standing on narrow running boards.  If they slip and fall, they can get run over by the wheels of their own truck or hit by passing traffic.  They also face the danger of getting hurt from the heavy machinery to compact the garbage and scoop it up into the main storage area of the trucks.   The average trash collector annual salary is $33,760.

electrical power installers  Electrical power line installers and repairers also known as line workers have the seventh deadliest job.  Line workers install or repair electrical power systems and telecommunication cables like fiber optics.  The job is physically demanding and the workers encounter hazards on the job such as high voltage electricity and great heights.  Most work regular business hours but some work evenings, weekends and holidays when necessary.  In 2012, the average pay was $58,210 per year.

truck driving  Truck drivers have the eighth deadliest job.  Truck drivers drive up to 14 hours straight a day and then get 10 hours off prior to the next shift.  There is legislation regulating the amount of driving a trucker performs over the course of a day and week but these rules are commonly broken.  In addition to long hours, drivers rarely eat 3 hot meals a day, and when they do eat, it will be fast food or prepackaged snack food.  Depression is also a problem for drivers due to the amount of time spent away from home and loneliness. The average annual salary is just under $38,000.

Farmer Cutting the Hay Crop. Farmers and ranchers, the cowboys, have the ninth deadliest job.   Working on a farm or ranch is strenuous and machines do help lift some of the burden, but they are also the cause of many fatalities.  Ranch hands use ATV’s to reach distant fields and even to herd cattle and are also becoming the biggest source of injuries on ranches.  Horses still cause a lot of injuries too.  Many horses are not properly trained and are unpredictable.  On farms machinery like tractors tend to be the biggest culprit in most accidents.  Often times drivers will back the big machines over other workers they did not see.  The average annual wage for a farmer and rancher is $70,000.  I can personally attest to the dangers of farming.  My grandparents had a farm with horses and tractors.  The summer I was 12 years of age, I went trail riding with my horse patches.  I didn’t ride him enough for one thing and I let him get barn soured.  Well one day we got too far out of his comfort zone and he turned around and ran as fast as he possibly could back to the barn nearly decapitating me.  That same summer I was joy riding on the tractor with my little brother and older cousin.  Of course we lost control, drove through a barbed wire fence, and knocked down a fruit tree.  I ended up with many stitches, but both my brother and cousin were amazingly able to jump clear just before impact.  That was the last summer I spent at my grandparents farm.

construction worker Construction workers have the tenth deadliest job.  Construction is a physically demanding job with dangers lurking at every turn.  The four major causes of death to a construction worker are being struck by an object, falling from a height, being trapped between two objects, and electrocution.  The national average salary for a construction worker is $32,000 but experience and skill set can affect the salary.

9781481758161_COVER_V3.indd    It’s the first day of school for the shape children and the teacher, Miss Heart, has asked the students to get up and introduce themselves.  One by one the shape children get up and tell each other their names, their color, and how many sides they have.  It’s a beautifully illustrated book that the children love and they learn all about shapes and colors. To purchase your copy of “Shapes Go to School” click on the picture of the book!

Children Do Not Come With Instruction Manuals

00B0B_dGlSBFfHl9M_600x450Hi this is Terri Borman child care provider and author of children’s book, “Shapes Go to School.”  It’s the first day of school for the shape children and the teacher, Miss Heart, has asked the students to get up and introduce themselves.  One by one the shape children get up and tell each other their names, their color, and how many sides they have.  It’s a beautifully illustrated book that the children love and they learn all about shapes and colors. To purchase your copy of “Shapes Go to School” click on the picture of the book.

IMG_215388605791630(1)My newest nephew, Samuel, was born this past week.  His birth made me think about how fast my own children are growing up.  Children don’t come with an instruction manual, so we as parents need to make sure we give our children our unconditional love and support,  instill in them our values and beliefs, and show them where we made wrong turns in life so they don’t make the same ones.  We can also take advice and learn from other parents, doctors, teachers and child care providers.  Here are ten child raising tips for you to ponder upon:

1.)  Raise a Godly child.  Teach your children about your bible and beliefs.  Find a good church and become an active member.

2.) Raise a healthy child.  Make healthy eating choices and eat together as a family.  Exercise as a family by taking bike rides or walks to the park.   Grow a small garden and encourage your children to eat the fruits of their labor.

3.)  Raise a confident child.  Give your children praises for a job well done, and even if the job wasn’t done correctly, find something to give praise.

4.) Raise a bilingual child.  Currently English is the spoken language of the United States, however, Spanish is not far behind.  It is much easier to learn a second language as a child and when it comes to your child’s language development, it is important to emphasize both languages.  New learners need to be exposed to their second language at least 30% of the time.  Look into enrolling your child into supplementary classes or a bilingual after school program to help maintain that minimum 30%.

5.)  Raise a globally aware child.  Expose your children to different cultures through other culture’s foods, drama, art, stories, folklore, and music.   These experiences will build curiosity for more cultural experiences.

6.)  Raise a cooperative child.  Enlist your child’s help with projects, give praise for their effort, and appreciate their help.

7.) Raise a book lover.  Set a time, around bed time, for reading with your child every day for about half an hour.   Not only will your child develop a love for words, but your child will have a better chance for academic success.

8.) Raise a talented child.   You don’t have to sign your child up for ten different activities each week, but you should find at least one or two activities that your child loves to do and work them into your child’s routine. The activities can be anything from soccer to music class as long as your child shows a talent or a love for it.

9.) Raise a child to have outstanding character.   Parents should help children promote good moral conduct through self-discipline, outstanding work habits, considerate behavior to others, and community service.  If your child is too young to understand all of these things, just teach him/her to be kind toward others.

10.) Raise a child that can communicate.  Listen to your children!  It’s easy to tune them out and If you never listen to your children, they won’t feel you care so why bother.  Encouraging your children to talk and express themselves early on will help them communicate successfully in the future.

Uh-Oh Facebook’s Latest Version Pro’s or Con’s You Decide

Hi this is Terri Borman child care provider and author of children’s book  00B0B_dGlSBFfHl9M_600x450“Shapes Go to School” is beautifully illustrated and teaches children about shapes and colors.  To order your copy, click on the book and it will take you to Amazon.com!  I love writing about things related to children and this week I am writing about the new Facebook feature that is currently under testing.  If the new feature rolls out, it could affect privacy of its users young and old.

facebook privacy 2 The latest version of Facebook for iOS and Android will automatically be able to recognize the song you’re listening to or the television show you’re watching and then automatically add it to your status. This feature is called audio recognition and it turns on your microphone and starts listening as soon as you start typing a new status. There is no need to type “Listening To” or “Watching” in the status creating screen. When there is a match, a small smiley face badge pops up over Facebook’s feelings button. You can opt in to this feature for the first time by tapping a new button inside the status window.  There is no opt-out once you opt-in.

This latest feature update makes total sense for those Facebook users who love to post what they are listening to or watching. This feature will automatically post links to TV shows or movie pages and appear in statuses which used to be just plain text. Also, previews from Spotify, Rdio, and Deezer will appear when a song is recognized. Right now it can only recognize around 150 US television shows and several million songs, far behind Shazam, but Shazam employs hundreds of people to do just this.

This new feature will most likely create substantial revenue for the company, but it requires you to sacrifice your privacy by letting Facebook eavesdrop on you every time you post a status. Facebook claims it will not listen to your conversations and that you have to turn the feature on. The app says, “We can’t identify background noise and conversation,” and, “sounds are only used to find a match and are never stored.”

Sam Biddle, in an article published in Valleywag, however, was not convinced. He spoke to a Facebook representative on the question of what happens to the recording and considers their data-storage policies inscrutable.  The Facebook representative told Mr. Biddle, “if the feature finds a match and you do not post [a new status update], we only save that the content was matched in an anonymized and aggregated form.”  They did not elaborate as to how your sound recordings are anonymized and aggregated.  Mr. Biddle asked for clarification and he used this example. “Say your phone starts recording the TV show you’re watching, and you change your mind because you don’t want your friends to see you’re watching USA reruns at noon.”  He was told that even then, the recording is retained, but in a “form that isn’t associated with you.”  Per Mr. Biddle, “that’s a lot of audio data to be just processed through Facebook with no clear limits and a policy that just boils down to ‘trust us.’  And there hasn’t been an accompanying update to their privacy policies to match the new feature.”

NSA  Well we don’t need to be concerned about Big Brother peeking in on our Facebook audio logs or do we?  The NSA can record telephone conversations for an entire country for 30 days at a time!

facebook privacy  Facebook knows where you live, where you work, all your contact information, all your friends, what your political views are, and even who you are with. Now with this latest version they will learn even more about you!

facebook dinosaur  I’m sure they will be delivering a “privacy update” by the little blue dinosaur shortly.

IMAG0675  There is a petition against this new feature which has almost 600,000 signatures.  So do your due diligence and if you are against this latest feature, speak up.

For more information you can watch news channel, KRON4.com, broadcast about this latest version of Facebook dated June 4, 2014.

  1. https://www.youtube.com/watch?v=50VFgfIedvs
  2. http://www.policymic.com/articles/89815/facebook-is-rolling-out-a-creepy-new-feature-on-all-of-its-phone-apps
  3. http://gizmodo.com/nsa-system-can-record-entire-countries-calls-for-30-da-1546390936
  4. http://www.nytimes.com/2014/05/23/technology/facebook-offers-privacy-checkup-to-all-1-28-billion-users.html?hp&_r=1
  5. http://valleywag.gawker.com/do-you-want-facebook-listening-to-your-iphone-1580156115
  6. http://www.huffingtonpost.com/2014/02/14/facebook-relationship-study_n_4784291.html

 

If Vaccines Don’t Cause Autism, Then What Does? Part II

00B0B_dGlSBFfHl9M_600x450  Hi this is Terri Borman child care provider and author of “Shapes Go to School.”  This week’s blog is a continuation of “If Vaccines Don’t Cause Autism, Then What Does?”  Last week we looked at vaccines as a cause of autism, but with so many studies that have been done on vaccines I feel confident that they are not the cause of autism.  We just cannot ignore the fact that the number of children being diagnosed with autism started to rise in the 1980’s and continues to rise now.

Studies have shown that taking illegal drugs or drinking alcohol during pregnancy has serious negative effects on the infant’s brain development.  So what about the pain relievers we can buy over-the-counter that we think are safe to take? 

acetaminophen  Well it turns out that taking the over-the-counter pain reliever, paracetamol, commonly known as acetaminophen or Tylenol in the U.S., during pregnancy may also cause problems to the infant’s brain development.  An infant’s brain isn’t fully developed at birth so giving an infant paracetamol for teething or vaccines could have risks too.

Since 1995, paracetamol is widely used during circumcision.   This could explain why more males than females are affected by autism.

In 2008, a parent survey based study presented evidence that paracetamol given after a MMR vaccine may be associated with development of autism. 

In 2013, a prospective cohort study showed that children who had been exposed to paracetamol for more than 28 days of pregnancy had gross motor skill issues, poor communication skills, and more behavior problems compared with unexposed siblings.

9781481758161_COVER_V3.indd  It’s the very first day of Kindergarten for the shape children.  The teacher, Miss Heart, has asked each student to introduce themselves.  One by one each shape stands up and talks about themselves.  “Shapes Go to School” is a beautifully illustrated children’s book that teaches shapes and colors.  Order your copy of “Shapes Go to School” today!  Just click on the picture of the book!

If Vaccines Don’t Cause Autism, Then What Does? Part One

  Hi this is Terri Borman author of the children’s book Shapes Go to School and child care provider.  This weeks blog is about the Autism Spectrum Disorder (ASD) and Vaccinations.  Per the CDC, “(ASD) is a developmental disability that can cause significant social, communication and behavioral challenges.  There is often nothing about how people with (ASD) look that sets them apart from other people, but people with (ASD) may communicate, interact, behave, and learn in ways that are different from most other people.  The learning, thinking, and problem-solving abilities of people with (ASD) can range from gifted to severely challenged. Some people with (ASD) need a lot of help in their daily lives; others need less.”  (ASD) occurs in all races and ethnic groups, male or female; but it is five times more common among males than among females.

More people than ever are being diagnosed with (ASD), and for over a decade the CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network has been estimating the number of children with (ASD) in the United States.  In 2002, 1 out of 68 children had (ASD).  The CDC considers (ASD) a serious public health concern and is committed to providing essential data on (ASD), research causes and risk factors, and to establish resources that will help to identify children with (ASD) as early as possible.

The Study to Explore Early Development (SEED) is currently the largest (ASD) study in the United States. “By studying the number of children with (ASD) at different points in time, CDC can find out if the number is rising, dropping, or staying the same. We also can compare the number of children with (ASD) in different areas of the country and among different groups of people. This information can help direct our research into potential factors that might put children at risk for (ASD), and can help communities direct their outreach efforts to those who need it most.”

vaccine  Vaccines do not contribute to or cause (ASD).  Many studies have been done to determine if there is a correlation between vaccinations and (ASD).  The studies continue to prove that vaccinations are not associated with (ASD).  “However, the CDC knows that some parents and others still have concerns. To address these concerns, CDC is part of the Inter-Agency Autism Coordinating Committee (IACC), which is working with the National Vaccine Advisory Committee (NVAC) on this issue. The job of the NVAC is to advise and make recommendations regarding the National Vaccine Program. Communication between the IACC and NVAC will allow each group to share skills and knowledge, improve coordination, and promote better use of research resources on vaccine topics.”

anaphylactic-shock1  Vaccines may not cause (ASD), but they can have adverse side effects.  If you suffer from an adverse side effect, like anaphylatic shock, you could be entitled to compensation.  The Vaccine Injury Table makes it easier for people to get compensation.  The Table lists injuries or conditions that are considered to be caused by vaccines.  It also lists time periods in which the first symptom of these injuries or conditions must occur after receiving the vaccine.  For example, if you received the MMR (measles, mumps and rubella) vaccine and had a severe allergic reaction (anaphylaxis) within 4 hours after receiving the vaccine, then if no other cause is found, it is diagnosed that the MMR vaccine caused the injury.

“If your injury/condition is not on the Table or if your injury/condition did not occur within the time period on the Table, you must prove that the vaccine caused the injury/condition. Such proof must be based on medical records or opinion, which may include expert witness testimony.

§100.3   Vaccine injury table.

(a) In accordance with section 312(b) of the National Childhood Vaccine Injury Act of 1986, title III of Pub. L. 99-660, 100 Stat. 3779 (42 U.S.C. 300aa-1 note) and section 2114(c) of the Public Health Service Act (42 U.S.C. 300aa-14(c)), the following is a table of vaccines, the injuries, disabilities, illnesses, conditions, and deaths resulting from the administration of such vaccines, and the time period in which the first symptom or manifestation of onset or of the significant aggravation of such injuries, disabilities, illnesses, conditions, and deaths is to occur after vaccine administration for purposes of receiving compensation under the Program:

Vaccine Injury Table

Vaccine Illness, disability, injury or condition covered Time period for first symptom or manifestation of onset or of significant aggravation after vaccine administration
I. Vaccines containing tetanus toxoid (e.g., DTaP, DTP, DT, Td, or TT) A. Anaphylaxis or anaphylactic shock 4 hours.
B. Brachial Neuritis 2-28 days.
C. Any acute complication or sequela (including death) of an illness, disability, injury, or condition referred to above which illness, disability, injury, or condition arose within the time period prescribed Not applicable.
II. Vaccines containing whole cell pertussis bacteria, extracted or partial cell pertussis bacteria, or specific pertussis antigen(s) (e.g., DTP, DTaP, P, DTP-Hib) A. Anaphylaxis or anaphylactic shock 4 hours.
B. Encephalopathy (or encephalitis) 72 hours.
C. Any acute complication or sequela (including death) of an illness, disability, injury, or condition referred to above which illness, disability, injury, or condition arose within the time period prescribed Not applicable.
III. Measles, mumps, and rubella vaccine or any of its components (e.g., MMR, MR, A. Anaphylaxis or anaphylactic shockM, R) B. Encephalopathy (or encephalitis) 4 hours.
B. Encephalopathy (or encephalitis) 5-15 days (not less than 5 days and not more than 15 days).
C. Any acute complication or sequela (including death) of an illness, disability, injury, or condition referred to above which illness, disability, injury, or condition arose within the time period prescribed Not applicable.
IV. Vaccines containing rubella virus (e.g., MMR, MR, R) A. Chronic arthritis 7-42 days.
B. Any acute complication or sequela (including death) of an illness, disability, injury, or condition referred to above which illness, disability, injury, or condition arose within the time period prescribed Not applicable.
V. Vaccines containing measles virus (e.g., MMR, MR, M) A. Thrombocytopenic purpura 7-30 days.
B. Vaccine-Strain Measles Viral Infection in an immunodeficient recipient 6 months.
C. Any acute complication or sequela (including death) of an illness, disability, injury, or condition referred to above which illness, disability, injury, or condition arose within the time period prescribed Not applicable.
VI. Vaccines containing polio live virus (OPV) A. Paralytic Polio
  —in a non-immunodeficient recipient 30 days.
—in an immunodeficient recipient 6 months.
—in a vaccine associated community case Not applicable.
B. Vaccine-Strain Polio Viral Infection
—in a non-immunodeficient recipient 30 days.
—in an immunodeficient recipient 6 months.
—in a vaccine associated community case Not applicable.
C. Any acute complication or sequela (including death) of an illness, disability, injury, or condition referred to above which illness, disability, injury, or condition arose within the time period prescribed Not applicable.
VII. Vaccines containing polio inactivated virus (e.g., IPV) A. Anaphylaxis or anaphylactic shock 4 hours
B. Any acute complication or sequela (including death of an illness, disability, injury, or condition referred to above which illness, disability, injury, or condition arose within the time period prescribed. Not applicable.
VIII. Hepatitis B. vaccines A. Anaphylaxis or anaphylactic shock 4 hours.
B. Any acute complication or sequela (including death) of an illness, disability, injury, or condition referred to above which illness, disability, injury, or condition arose within the time period prescribed Not applicable.
IX. Hemophilus influenzae type b polysaccharide conjugate vaccines No Condition Specified Not applicable.
X. Varicella vaccine No Condition Specified Not applicable.
XI. Rotavirus vaccine No Condition Specified Not applicable.
XII. Pneumococcal conjugate vaccines No Condition Specified Not applicable.
XIII. Hepatitis A vaccines No Condition Specified Not applicable.
XIV. Trivalent influenza vaccines No Condition Specified Not applicable.
XV. Meningococcal vaccines No Condition Specified Not applicable.
XVI. Human papillomavirus (HPV) vaccines No Condition Specified Not applicable.
XVII. Any new vaccine recommended by the Centers for Disease Control and Prevention for routine administration to children, after publication by the Secretary of a notice of coverage* No Condition Specified Not applicable.

*Now includes all vaccines against seasonal influenza (except trivalent influenza vaccines, which are already covered), effective November 12, 2013.

(b) Qualifications and aids to interpretation. The following qualifications and aids to interpretation shall apply to the Vaccine Injury Table to paragraph (a) of this section:

(1) Anaphylaxis and anaphylactic shock. For purposes of paragraph (a) of this section, Anaphylaxis and anaphylactic shock mean an acute, severe, and potentially lethal systemic allergic reaction. Most cases resolve without sequelae. Signs and symptoms begin minutes to a few hours after exposure. Death, if it occurs, usually results from airway obstruction caused by laryngeal edema or bronchospasm and may be associated with cardiovascular collapse. Other significant clinical signs and symptoms may include the following: Cyanosis, hypotension, bradycardia, tachycardia, arrhythmia, edema of the pharynx and/or trachea and/or larynx with stridor and dyspnea. Autopsy findings may include acute emphysema which results from lower respiratory tract obstruction, edema of the hypopharynx, epiglottis, larynx, or trchea and minimal findings of eosinophilia in the liver, spleen and lungs. When death occurs within minutes of exposure and without signs of respiratory distress, there may not be significant pathologic findings.

(2) Encephalopathy. For purposes of paragraph (a) of this section, a vaccine recipient shall be considered to have suffered an encephalopathy only if such recipient manifests, within the applicable period, an injury meeting the description below of an acute encephalopathy, and then a chronic encephalopathy persists in such person for more than 6 months beyond the date of vaccination.

(i) An acute encephalopathy is one that is sufficiently severe so as to require hospitalization (whether or not hospitalization occurred).

(A) For children less than 18 months of age who present without an associated seizure event, an acute encephalopathy is indicated by a significantly decreased level of consciousness lasting for at least 24 hours. Those children less than 18 months of age who present following a seizure shall be viewed as having an acute encephalopathy if their significantly decreased level of consciousness persists beyond 24 hours and cannot be attributed to a postictal state (seizure) or medication.

(B) For adults and children 18 months of age or older, an acute encephalopathy is one that persists for at least 24 hours and characterized by at least two of the following:

(1) A significant change in mental status that is not medication related; specifically a confusional state, or a delirium, or a psychosis;

(2) A significantly decreased level of consciousness, which is independent of a seizure and cannot be attributed to the effects of medication; and

(3) A seizure associated with loss of consciousness.

(C) Increased intracranial pressure may be a clinical feature of acute encephalopathy in any age group.

(D) A “significantly decreased level of consciousness” is indicated by the presence of at least one of the following clinical signs for at least 24 hours or greater (see paragraphs (b)(2)(i)(A) and (b)(2)(i)(B) of this section for applicable timeframes):

(1) Decreased or absent response to environment (responds, if at all, only to loud voice or painful stimuli);

(2) Decreased or absent eye contact (does not fix gaze upon family members or other individuals); or

(3) Inconsistent or absent responses to external stimuli (does not recognize familiar people or things).

(E) The following clinical features alone, or in combination, do not demonstrate an acute encephalopathy or a significant change in either mental status or level of consciousness as described above: Sleepiness, irritability (fussiness), high-pitched and unusual screaming, persistent inconsolable crying, and bulging fontanelle. Seizures in themselves are not sufficient to constitute a diagnosis of encephalopathy. In the absence of other evidence of an acute encephalopathy, seizures shall not be viewed as the first symptom or manifestation of the onset of an acute encephalopathy.

(ii) Chronic Encephalopathy occurs when a change in mental or neurologic status, first manifested during the applicable time period, persists for a period of at least 6 months from the date of vaccination. Individuals who return to a normal neurologic state after the acute encephalopathy shall not be presumed to have suffered residual neurologic damage from that event; any subsequent chronic encephalopathy shall not be presumed to be a sequela of the acute encephalopathy. If a preponderance of the evidence indicates that a child’s chronic encephalopathy is secondary to genetic, prenatal or perinatal factors, that chronic encephalopathy shall not be considered to be a condition set forth in the Table.

(iii) An encephalopathy shall not be considered to be a condition set forth in the Table if in a proceeding on a petition, it is shown by a preponderance of the evidence that the encephalopathy was caused by an infection, a toxin, a metabolic disturbance, a structural lesion, a genetic disorder or trauma (without regard to whether the cause of the infection, toxin, trauma, metabolic disturbance, structural lesion or genetic disorder is known). If at the time a decision is made on a petition filed under section 2111(b) of the Act for a vaccine-related injury or death, it is not possible to determine the cause by a preponderance of the evidence of an encephalopathy, the encephalopathy shall be considered to be a condition set forth in the Table.

(iv) In determining whether or not an encephalopathy is a condition set forth in the Table, the Court shall consider the entire medical record.

(3) [Reserved]

(4) Seizure and convulsion. For purposes of paragraphs (b) (2) of this section, the terms, “seizure” and “convulsion” include myoclonic, generalized tonic-clonic (grand mal), and simple and complex partial seizures. Absence (petit mal) seizures shall not be considered to be a condition set forth in the Table. Jerking movements or staring episodes alone are not necessarily an indication of seizure activity.

(5) Sequela. The term “sequela” means a condition or event which was actually caused by a condition listed in the Vaccine Injury Table.

(6) Chronic Arthritis. (i) For purposes of paragraph (a) of this section, chronic arthritis may be found in a person with no history in the 3 years prior to vaccination of arthropathy (joint disease) on the basis of:

(A) Medical documentation, recorded within 30 days after the onset, of objective signs of acute arthritis (joint swelling) that occurred between 7 and 42 days after a rubella vaccination;

(B) Medical documentation (recorded within 3 years after the onset of acute arthritis) of the persistence of objective signs of intermittent or continuous arthritis for more than 6 months following vaccination; and

(C) Medical documentation of an antibody response to the rubella virus.

(ii) For purposes of paragraph (a) of this section, the following shall not be considered as chronic arthritis: Musculoskeletal disorders such as diffuse connective tissue diseases (including but not limited to rheumatoid arthritis, juvenile rheumatoid arthritis, systemic lupus erythematosus, systemic sclerosis, mixed connective tissue disease, polymyositis/determatomyositis, fibromyalgia, necrotizing vascultitis and vasculopathies and Sjögren’s Syndrome), degenerative joint disease, infectious agents other than rubella (whether by direct invasion or as an immune reaction) metabolic and endocrine diseases, trauma, neoplasms, neuropathic disorders, bone and cartilage disorders and arthritis associated with ankylosing spondylitis, psoriasis, inflammatory bowel disease, Reiter’s syndrome, or blood disorders.

(iii) Arthralgia (joint pain) or stiffness without joint swelling shall not be viewed as chronic arthritis for purposes of paragraph (a) of this section.

(7) Brachial neuritis. (i) This term is defined as dysfunction limited to the upper extremity nerve plexus (i.e., its trunks, divisions, or cords) without involvement of other peripheral (e.g., nerve roots or a single peripheral nerve) or central (e.g., spinal cord) nervous system structures. A deep, steady, often severe aching pain in the shoulder and upper arm usually heralds onset of the condition. The pain is followed in days or weeks by weakness and atrophy in upper extremity muscle groups. Sensory loss may accompany the motor deficits, but is generally a less notable clinical feature. The neuritis, or plexopathy, may be present on the same side as or the opposite side of the injection; it is sometimes bilateral, affecting both upper extremities.

(ii) Weakness is required before the diagnosis can be made. Motor, sensory, and reflex findings on physical examination and the results of nerve conduction and electromyographic studies must be consistent in confirming that dysfunction is attributable to the brachial plexus. The condition should thereby be distinguishable from conditions that may give rise to dysfunction of nerve roots (i.e., radiculopathies) and peripheral nerves (i.e., including multiple monoeuropathies), as well as other peripheral and central nervous system structures (e.g., cranial neuropathies and myelopathies).

(8) Thrombocytopenic purpura. This term is defined by a serum platelet count less than 50,000/mm3. Thrombocytopenic purpura does not include cases of thrombocytopenia associated with other causes such as hypersplenism, autoimmune disorders (including alloantibodies from previous transfusions) myelodysplasias, lymphoproliferative disorders, congenital thrombocytopenia or hemolytic uremic syndrome. This does not include cases of immune (formerly called idiopathic) thrombocytopenic purpura (ITP) that are mediated, for example, by viral or fungal infections, toxins or drugs. Thrombocytopenic purpura does not include cases of thrombocytopenia associated with disseminated intravascular coagulation, as observed with bacterial and viral infections. Viral infections include, for example, those infections secondary to Epstein Barr virus, cytomegalovirus, hepatitis A and B, rhinovirus, human immunodeficiency virus (HIV), adenovirus, and dengue virus. An antecedent viral infection may be demonstrated by clinical signs and symptoms and need not be confirmed by culture or serologic testing. Bone marrow examination, if performed, must reveal a normal or an increased number of megakaryocytes in an otherwise normal marrow.

(9) Vaccine-strain measles viral infection. This term is defined as a disease caused by the vaccine-strain that should be determined by vaccine-specific monoclonal antibody or polymerase chain reaction tests.

(10) Vaccine-strain polio viral infection. This term is defined as a disease caused by poliovirus that is isolated from the affected tissue and should be determined to be the vaccine-strain by oligonucleotide or polymerase chain reaction. Isolation of poliovirus from the stool is not sufficient to establish a tissue specific infection or disease caused by vaccine-strain poliovirus.

(c) Coverage provisions. (1) Except as provided in paragraph (c)(2), (3), (4), (5), (6), or (7) of this section, the revised Table of Injuries set forth in paragraph (a) of this section and the Qualifications and Aids to Interpretation set forth in paragraph (b) of this section apply to petitions for compensation under the Program filed with the United States Court of Federal Claims on or after March 24, 1997. Petitions for compensation filed before such date shall be governed by section 2114(a) and (b) of the Public Health Service Act as in effect on January 1, 1995, or by §100.3 as in effect on March 10, 1995 (see 60 FR 7678, et seq., February 8, 1995), as applicable.

(2) Hepatitis B, Hib, and varicella vaccines (Items VIII, IX, and X of the Table) are included in the Table as of August 6, 1997.

(3) Rotavirus vaccines (Item XI of the Table) are included in the Table as of October 22, 1998.

(4) Pneumococcal conjugate vaccines (Item XII of the Table) are included in the Table as of December 18, 1999.

(5) Hepatitis A vaccines (Item XIII of the Table) are included on the Table as of December 1, 2004.

(6) Trivalent influenza vaccines (Item XIV of the Table) are included on the Table as of July 1, 2005.

(7) Meningococcal vaccines and human papillomavirus vaccines (Items XV and XVI of the Table) are included on the Table as of February 1, 2007.

(8) Other new vaccines (Item XVII of the Table) will be included in the Table as of the effective date of a tax enacted to provide funds for compensation paid with respect to such vaccines. An amendment to this section will be published in the Federal Register to announce the effective date of such a tax.

[60 FR 7694, Feb. 8, 1995, as amended at 62 FR 7688, Feb. 20, 1997; 62 FR 10626, Mar. 7, 1997; 63 FR 25778, May 11, 1998; 64 FR 40518, July 27, 1999; 67 FR 48559, July 25, 2002; 73 FR 59530, Oct. 9, 2008; 76 FR 36368, June 22, 2011]”

Guides and Resources

What You Need to Know about the National Vaccine Injury Compensation Program – English (PDF – 1.36 MB)

Lo que usted necesita saber sobre el Programa Nacional de Compensación por Daños Derivados de Vacunas – Spanish (PDF – 1.39 MB)

Childhood Immunization Information for Consumers (National Library of Medicine MEDLINEPlus)

U.S. National Vaccine Plan

Omnibus Autism Proceeding

Review of Adverse Effects of Vaccines

http://www.iom.edu/Reports/2013/The-Childhood-Immunization-Schedule-and-Safety.aspx

http://www.cdc.gov/ncbddd/autism/index.html

Learn more about CDC’s tracking of the number of children with ASD »

00B0B_dGlSBFfHl9M_600x450 It’s the very first day of Kindergarten for the shape children.  The teacher, Miss Heart, has asked each student to introduce themselves.  One by one each shape stands up and talks about themselves.  “Shapes Go to School” is a beautifully illustrated children’s book that teaches shapes and colors.  Order your copy of “Shapes Go to School” today!  Just click on the picture of the book!

Hey, What’s the Big IDEA?

idea4Hi this is Terri Borman child care provider and author of “Shapes Go to School.” This week’s blog is about IDEA, the Individuals with Disabilities Education Act. IDEA is a United States federal law and it regulates how states and public agencies will provide early intervention to children ages 0-3 and special education and related services to children with disabilities from ages 3-21.

idea 3IDEA considers autism, intellectual disabilities, hearing impairments including deafness, speech or language impairments, visual impairments including blindness, serious emotional disturbances, orthopedic impairments, traumatic brain injuries, and other health impairments disabilities and because of these disabilities these children need special education and related services.

Children with the disabilities listed above are automatically protected by Section 504 of the Rehabilitation Act of 1973 and under the Americans with Disabilities Act.

Children that have disabilities but do not qualify for special education services under IDEA may however qualify for accommodations or modifications under Section 504 of the Rehabilitation Act of 1973 and under the Americans with Disabilities Act.

There is a “zero rejection” rule.  The courts have ruled that no child even if the child is completely incapable of benefiting from educational services for example, the child is unconscious or even in a coma, will be denied educational services.

In Texas, we have a state run program called ECI which stands for Early Childhood Intervention.  ECI takes comprehensive evaluations and provides services for children who qualify from ages 0-3.  At age 3, the school district that the child is zoned for will do their own evaluations and take over the services to children who still qualify.  The ECI team that evaluates the child and plans services includes licensed or credentialed early intervention specialists, speech and language pathologists, physical and occupational therapists, psychologists, registered nurses, dietitians, social workers, and counselors.

As a child care provider, it is important for me to communicate with parents and let them know that I have concerns about their child and I will recommend ECI for an evaluation.  There have been children in my care that were developmentally behind and the parents chose not to have them evaluated and that child really struggled when they started school at age 5.  It’s unfortunate because they could have gotten so much help earlier.

So if you are a child care provider and you have some concerns about a child in your care, talk to the parents and inform them of the services available to their children either through a state run agency like ECI who provides services for children up to age 3 or through the school district they are zoned for that provides services for children ages 3 and up. 

If you are a parent and you have any concerns, call your state run agency and/or your school district and have your child evaluated. The evaluation is free and if your child qualifies for some services, it would be so much better to start early than to wait.

cropped-9781481758178.jpg It’s the very first day of Kindergarten for the shape children.  The teacher, Miss Heart, has asked each student to introduce themselves.  One by one each shape stands up and talks about themselves.  “Shapes Go to School” is a beautifully illustrated children’s book that teaches shapes and colors.  Order your copy of “Shapes Go to School” today!  Just click on the picture of the book!

School’s Going To Be Out But Don’t Pull Your Hair Out: Fun Activities to Keep Your Kids Active.

     Hi this is Terri Borman, childcare provider and author of “Shapes Go to School.”  This week’s blog is about planning activities for your school aged children during the summer break from school.   Don’t just let them sit at home idle, playing video games, and watching TV.  Get them engaged and out of the house doing some fun activities. 

     Right now is the perfect time to start planning and registering for these activities because they will fill up fast. There are so many camps available to choose from and the internet is a great place to find them.  Look for camps that would interest your child.  It makes no difference on your child’s age; there is something for all kids Kindergarten to 12th grade.

art camp  There are art camps available for those creative art and crafty kids.

3d animation camp  There are camps available at college universities.  This camp was last year summer of 2013 at SMU (Southern Methodist University) for students in grades 1 through 12.  Just look at all the choices.

  • 3D Animation, Digital Gaming, Movie Makers & Fab-Lab
  • CSI Forensics, Myth Breakers, Rockets & Flight
  • LEGO® Car Rally, Goofy Gizmos, Battlestorm & Mindstorm
  • LEGO® Architects, Mosaix, Friends & Pet-Bots
  • Cartooning, Drawing, Painting & Fashion Sketching
  • Math, Reading, Writing, Spelling & Literature Enhancement Skills
  • Think and Speak Up, Mind Your Manners, Social & Study Skills
  • SAT/ACT Test Preparation, College Planning & Applications
  • Allaka Zzam Magic Camp, Puppetry, Music & More
  • “Extended Day” options also available.

Chinese Camps  There are Chinese and martial arts camps.  Keeping your children active and teaching them discipline and self defense builds self-esteem and confidence.

circus camp  There are circus summer camps.  Let your child run away to the circus for one week.

dance 2 camp  There are dance camps.

Diva rock star camp  There are Diva Rock Star summer camps.

  Become a real rock star at School of Rock’s summer camps.

ice skating camps  There are ice skating summer camps.

horseriding camp  There are horse riding summer camps.

natural museum camps  Summer camps are available at your Natural Science and History Museums.

iphone and android app camp  There are iD (internal drive) Tech summer camps that will teach kids how to make IPhone Apps and Android Apps.  Your kids are always downloading and playing Apps from the App store.  Let them create their own.

science camp  There are summer science camps which range from making ooey gooey stuff to building robots.

swimming camps There are summer swimming camps.

water park camps  There are summer camps offered by your local water parks.

fort worth zoo There are summer camps offered by your local zoo.

sports camps  There are summer camps offered for every sport.

lake summer camp  There are action packed and full of adventure summer camps offered at your local lakes. 

00B0B_dGlSBFfHl9M_600x450“Shapes Go to School” is a beautifully illustrated children’s book that teaches shapes and colors.  It’s the very first day of Kindergarten for the shape children.  Some shapes are excited to be at school while others are apprehensive.  Order your copy of “Shapes Go to School” today!  Just click on the picture of the book!