bearing blog


bear – ing n 1  the manner in which one comports oneself;  2  the act, power, or time of bringing forth offspring or fruit; 3 a machine part in which another part turns [a journal ~];  pl comprehension of one’s position, environment, or situation;   5  the act of moving while supporting the weight of something [the ~ of the cross].


  • Burgess Bird Book spreadsheet.

    One of our reading-aloud books this year is The Burgess Bird Book for Children.  This is a narrative-style book about common North American bird species. 

    My children love birds.  I’ve found it helpful, as we read along, to keep the computer open at the Cornell ornithology website, so we can look at pictures of the birds we’re reading about, as well as hear recordings of their calls.  To save time, I decided to make a web-linked spreadsheet of all the birds mentioned, organized by chapter in the book. 

    I stayed ahead of where we were in the book and finally got all the links in.  Here it is:

    Download burgess_spreadsheet.xls

    Depending on where you live, you may wish to link to different birds.  For example, Burgess writes about a generic "Tommy Tit the Chickadee." My entry for Tommy Tit links to the Black-capped Chickadee, because that is the kind of chickadee that is common to the Northern Plains states.  But if you live in the Southeastern U. S., you might want to change that link to the Carolina Chickadee.  (The two species look similar but have different songs.)

    I’m offering no technical support on this spreadsheet, and you’ll notice that it contains other columns that I only partly have filled in (i.e., one for the binomial nomenclature) — feel free to complete these yourself.  The part that you need to use the spreadsheet in conjunction with the Burgess book is done for you.  Enjoy!


  • One phrase at a time.

    Phrase-a-day Spanish must be going pretty well for us.  Last night at the Y, after all the swim lessons were done, I called the kids several times to put on their coats and then, finally, tried one of the phrases we’ve learned in the last few weeks:  "Oscar!  Ponte la chaqueta!"

    Oscar laughed and came right over to put on his jacket, reciting the next phrase from the tape:  "…la gorra, los guantes, Y las botas!"  He said it with exactly the same intonation as the tape, including the longish pauses for listening and repeating.  The Spanish-speaking women who work in the "kids’ gym," along with two of the children, burst out laughing, probably at our miserable pronunciation. 

    "How am I doing?" I asked Ana with a grin, and she said, "That’s pretty good."

    Here’s what we can say so far in Spanish, after three weeks or so:  It’s snowing.  It’s winter.  Can I go out to play?  Yes, but it’s cold, you know.  Put on your jacket, your hat, your gloves, and your boots.  Okay.  Here are my hat, my jacket, my boots.  But my glove!  I lost it.  I can’t find it.  Wear my glove, it’ll help you.  Outside!  I make angels in the snow.  I make snowballs.  I make a snowman.  I go sledding. 

    The incident at the Y made me remember how as a second-grader I learned a little bit of French from a French-teaching machine in the school library (an analog precursor of the Rosetta Stone software that displayed scenes from a filmstrip on a backlit screen, went from item to item with a loud ka-chunk, and used, I believe, a type of punch-card mechanism).  I used to wish that a little girl my age who spoke only French would move in next door to me, and then I would be able to talk to her.  I fantasized about saying, "Je m’appelle Erin," and then pointing to her and saying, "Je m’appelle…"  so that she would know that I wanted to know her name.  (The French-teaching machine was big on "the red balloon" and "the yellow dog" and short on conversational grammar.) 

    I went on to study French for years and got quite good at it.  Fat lot of good it does me now, of course.

    What’s funny is that, now that my kids and I are finally trying to learn a little Spanish, my neighbors on three sides are all native Spanish speakers, all families with young children.   It’s the same situation I dreamed of as a seven-year-old!  Except that some how I’ve lost the excitement of trying to communicate, or the sense of the exotic, or something.  I’ve never tried to say hello, or anything else, except in English.  I’m embarrassed to try.  I’m afraid of being laughed at.   How did that happen?  What kind of example is this sending to my kids?

    Resolution for the spring and summer:  Sit on the front porch more often, and say hola to the neighbors. 


  • 27 things that should never happen in a hospital.

    I always find it interesting to compare a government or scientific report, when it’s available, to the depiction of the report in local newspapers. 

    The Star Tribune says that last year, 24 people (up from 12 the previous year) died from medical mistakes at Minnesota hospitals. 

    Actually, 24 people died from the 27 types of mistakes and other incidents that the hospitals are required to report.  Maybe there were more, maybe not.

    The 27 reportable types of incidents are listed by the Minnesota Department of Health.  Not all are what you’d call "medical mistakes;" some are, for example, "security mistakes," and others are, er, crimes.  They make interesting reading. Here they are:

    Surgical Events

    1. Surgery performed on a wrong body part that is not consistent with the documented informed consent for that patient. Reportable events under this clause do not include situations requiring prompt action that occur in the course of surgery or situations whose urgency precludes obtaining informed consent;

    2. Surgery performed on the wrong patient;

    3. The wrong surgical procedure performed on a patient that is not consistent with the documented informed consent for that patient. Reportable events under this clause do not include situations requiring prompt action that occur in the course of surgery or situations whose urgency precludes obtaining informed consent;

    4. Retention of a foreign object in a patient after surgery or other procedure, excluding objects intentionally implanted as part of a planned intervention and objects present prior to surgery that are intentionally retained; and

    5. Death during or immediately after surgery of a normal, healthy patient who has no organic, physiologic, biochemical, or psychiatric disturbance and for whom the pathologic processes for which the operation is to be performed are localized and do not entail a systemic disturbance.

    Product or Device Events

    1. Patient death or serious disability associated with the use of contaminated drugs, devices, or biologics provided by the facility when the contamination is the result of generally detectable contaminants in drugs, devices, or biologics regardless of the source of the contamination or the product;

    2. Patient death or serious disability associated with the use or function of a device in patient care in which the device is used or functions other than as intended. Device includes, but is not limited to, catheters, drains, and other specialized tubes, infusion pumps, and ventilators; and

    3. Patient death or serious disability associated with intravascular air embolism that occurs while being cared for in a facility, excluding deaths associated with neurosurgical procedures known to present a high risk of intravascular air embolism.

    Patient Protection Events

    1. An infant discharged to the wrong person;

    2. Patient death or serious disability associated with patient disappearance for more than four hours, excluding events involving adults who have decision-making capacity; and

    3. Patient suicide or attempted suicide resulting in serious disability while being cared for in a facility due to patient actions after admission to the facility, excluding deaths resulting from self-inflicted injuries that were the reason for admission to the facility.

    Care Management Events

    1. Patient death or serious disability associated with a medication error, including, but not limited to, errors involving the wrong drug, the wrong dose, the wrong patient, the wrong time, the wrong rate, the wrong preparation, or the wrong route of administration, excluding reasonable differences in clinical judgment on drug selection and dose;

    2. Patient death or serious disability associated with a hemolytic reaction due to the administration of ABO-incompatible blood or blood products;

    3. Maternal death or serious disability associated with labor or delivery in a low-risk pregnancy while being cared for in a facility, including events that occur within 42 days postdelivery and excluding deaths from pulmonary or amniotic fluid embolism, acute fatty liver of pregnancy, or cardiomyopathy;

    4. Patient death or serious disability directly related to hypoglycemia, the onset of which occurs while the patient is being cared for in a facility;

    5. Death or serious disability, including kernicterus, associated with failure to identify and treat hyperbilirubinemia in neonates during the first 28 days of life. “Hyperbilirubinemia” means bilirubin levels greater than 30 milligrams per deciliter;

    6. Stage 3 or 4 ulcers acquired after admission to a facility, excluding progression from stage 2 to stage 3 if stage 2 was recognized upon admission; and

    7. Patient death or serious disability due to spinal manipulative therapy.

    Environmental Events

    1. Patient death or serious disability associated with an electric shock while being cared for in a facility, excluding events involving planned treatments such as electric countershock;

    2. Any incident in which a line designated for oxygen or other gas to be delivered to a patient contains the wrong gas or is contaminated by toxic substances;

    3. Patient death or serious disability associated with a burn incurred from any source while being cared for in a facility;

    4. Patient death associated with a fall while being cared for in a facility; and

    5. Patient death or serious disability associated with the use of or lack of restraints or bedrails while being cared for in a facility.

    Criminal Events

    1. Any instance of care ordered by or provided by someone impersonating a physician, nurse, pharmacist, or other licensed health care provider;

    2. Abduction of a patient of any age;

    3. Sexual assault on a patient within or on the grounds of a facility; and

    4. Death or significant injury of a patient or staff member resulting from a physical assault that occurs within or on the grounds of a facility.

    I thought it was interesting to read in the newspaper article a tiny bit of (unattributed, so untraceable) spin:

    … [T]wo [of the patients reported] disappeared from their hospital beds and died, according to the report. Hospital officials would not talk about the cases, except to say that some people leave against medical advice.

    But these couldn’t have been competent, adult patients "leaving against medical advice," because the relevant reportable standard excludes those patients.  Instead, they must have been children or impaired adults. They should have been supervised and prevented from "disappearing."  The reporter should have caught that and either left the comments out (my choice, since they’re irrelevant AND unattributed) or rebutted them.


  • Change of plans.

    My phone rang during Music Together class (yes, we are still going).  I had a feeling it would be Melissa calling to cancel our day together, but let it go until after class.  As we headed out to the van we heard birdsong, amazingly loud.  "Look, Milo," I said, pointing, "the tree is full of starlings." 

    "I want to see the tree full of birds!" he insisted as I tried to coax him into the van, and jumped back out and stared straight up —

    Straight up over our van.

    I realized that the soft intermittent pattering I was hearing all around us was not, in fact, sun-warmed snow.  The van was encrusted in starling sh%t.  Yuck.

    Back in the van I called Melissa back.  She sounded horribly sick and insisted that I shouldn’t come over, even to watch her kids for her while she took a nap.  I told her to call if she changed her mind, and hung up.  Hm.  Now what?

    So I took the kids to Caribou Coffee (first stopping at a gas station to use a squeegee) and bought them a big chocolate chip muffin to share while I drank a really big black coffee.  I let them leave their coats in the car (they were wearing snow pants) and made sure, pre-emptively, to stuff all the trash and crumbs into the paper muffin-sack, as said trash and crumbs were generated.  They were pretty well-behaved until Milo discovered a carousel of greeting cards for sale (WHY?  WHY does the coffee shop do this to me?)  at which point I hopped up and announced that Oscar could throw away the cups and Milo could throw away the crumbs, and whoosh we were out the door before Milo had a chance to spin the carousel EVEN ONCE.  Ka-ching!

    And then I went through the Taco Bell drive-thru to get tacos for lunch.  After we pulled into our garage I got them all coated and mittened before letting them into the yard (poor Mary Jane had to wait in her car seat longer than she wanted to).  In the yard they were greeted with the five inches of fresh snow that fell last night, so they didn’t come in for a good half-hour, after which they spread the lettuce from their tacos (WHY didn’t I order them without lettuce?) all over the kitchen floor and ate the tortillas.

    Then I sent them downstairs to watch Marx Brothers movies.

    School will start, um, later.  I still have most of the big coffee to finish.



  • “Where there is love, sacrifice is easy.”

    That’s one of the lines that struck me from the Fishers of Men film that I blogged about earlier.

    It’s something that I know in my gut to be true, now that I’m a wife and mother. It immediately sweeps me back to a night when my second child was only a few weeks old.  He’s always been a lungy baby; when he has a cold he sounds like he’s got pertussis, and wheezes horribly.  This was his first cold, only a tiny, new little guy, and when we tried to lie down together he was so strangled, so laboring in his breathing.

    Late, late into that night, and I the already-sleep-deprived mother of a busy little boy and now this new one, there was nothing, NOTHING that I desired more than to sit up in a chair with him all night long and listen to him breathe.  That sacrifice of that night’s sleep was no sacrifice at all.  I drank it like water.

    Imagine what we could do if we loved Christ like that.


  • “Fishers of Men.”

    In lieu of a homily today, Vocations Sunday, our pastor showed the new USCCB video Fishers of Men.

    All I can say is, somebody at the national vocations office has balls.  And the film makes it clear that this is a good thing…

    Watch it online here.  (Windows Media Player format)

    What did you think?


  • Recommendation.

    By the way, for when we drove home for Christmas we borrowed from the library an audio recording of John Cleese reading The Screwtape Letters

    It’s out of print, only on cassette, and kind of hard to find (and thanks, I suppose, to all the Monty Python fans, blasted expensive on eBay), but if you come across it, don’t miss it.  John Cleese as Screwtape is, well, priceless. 

    It was wonderful for Mark and me to listen to as we drove into the night with our sleeping children.  We’ve both read it several times each, but listening to it adds something new, and we had a great conversation about it on the second day of driving.


  • If you want to be a saint right away…

    better be careful not to write too much.

    Archbishop Fulton Sheen’s Cause for Canonization has been moving forward quite well lately. I hear that it appears that the miracle needed for his beatification will be found among those which have been pouring in recently….

    A concern is that since he was such a prolific writer, the review of his voluminous writings may not be completed for some time and could, therefore, delay the process.

    More about Archbishop Sheen.

    His book that I recommend for all Christians.

    h/t Amy


  • If you want to be a saint right away…

    better be careful not to write too much.

    Archbishop Fulton Sheen’s Cause for Canonization has been moving forward quite well lately. I hear that it appears that the miracle needed for his beatification will be found among those which have been pouring in recently….

    A concern is that since he was such a prolific writer, the review of his voluminous writings may not be completed for some time and could, therefore, delay the process.

    More about Archbishop Sheen.

    His book that I recommend for all Christians.

    h/t Amy


  • Today so far: 9:34 AM.

    Mark left early for work, so he couldn’t manage kids for me, so no shower for me this morning.  I dressed nicely to make up for it.

    He did make the coffee for me, though.  I went downstairs with MJ and Milo, put MJ in her high chair with a toy, reloaded the dishwasher, and started making breakfast (two eggs fried in coconut oil for me, toast with butter and jam for the boys.  I told Milo to go wake up Oscar.  He returned a few minutes later:  "He won’t listen to me!"

    I head back up to get him.  "We’re going to Melissa’s this morning, so we need to get part of our schoolwork done right away."  He stumbles down the stairs.  I put the toast on plates, and I put two clean, damp cloth napkins next to the plates. The boys eat at the counter, and I eat at the table with MJ, who’s happy in her chair.  Our family always eats dinner together at the table, but breakfast and lunch are simple and quick meals, often self-serve.  (Bedtime snack is more elaborate.)   I’ll be honest:  the boys eat at the counter because it’s easy to clean.

    I send Oscar to get dressed and then we head into the schoolroom.  "I have a new kind of schoolwork for you to do today.  It’s called ‘spelling study.’"  I’m hoping to use the Spelling Power method of test-study-test, although not its pre-provided word lists, and I want to try it out on something easy to see how Oscar responds to it.  I give him a test sheet and show him where to write, then begin our list:  "On the first line, write a capital ‘A’ and a small ‘a.’  That’s correct.  Now write a capital ‘B’ and a small ‘b.’"

    "On the ‘b’ does the circle come first or the stick?" he asks.  I tell him to try hard to remember and write what he thinks is correct.  He writes a ”d first, then erases it and writes a ‘b.’  "Is that right?"  I tell him yes.  We continue up through ‘F.’  He makes two mistakes:  the ‘f’ is backwards and the ‘e’ is as tall as the ‘E.’  I give him the study sheet and we go through the spelling-study steps, except that we’re not studying spelling, but rather the proper letter form.  I can tell he likes it because he checks off each step with a nice big X.  When we’re done he says, "Can we do it again?  That is fun!  I want to do lots!"  I promise him we can do more tomorrow, smiling (even though I know from experience that the newness will wear off this activity in a few weeks).

    Then it’s time for Spanish, which we started doing only a few weeks ago.  That’s why it’s happening first-thing-in-the-morning, along with spelling:  when we’re trying to establish a new habit, I try hard to do it right away each day.  He likes this one too:  we listen to the tape and practice saying one new phrase every day while he colors the picture that goes with it.  Today it is "Hago bolas de nieve."  I make snowballs.  We might be able to practice that one outside today, if it doesn’t get so warm that what’s left of the snow melts.

    I sent Oscar up to make his bed and put the books away in the bookcase, then to fetch clothes for Milo.  Then I said they could have a break while I used the computer for a few minutes and finished my coffee and nursed the baby. 

    Almost half an hour later it’s time to get ready to go.


  • New hs’ing blog: CM in a big family.

    Incidentally, Elizabeth Foss of Real Learning, mother of eight who homeschools Charlotte-Mason-style, has started a brand-new blog that is "just the jottings of our daily happenings."  It’s just a daily check list of what she’s having her family do for their schooling each day.   The CM style, with lots of books and narrations, meshes well with a big family, for there’s not as much work for the "teacher" on a daily basis.

    I’ve bookmarked it — already it’s a source of great ideas.  Older kids listening to great books on their iPods while doing chores, then coming back to narrate, for instance. 

    Check it out.