Posts
I’ve passed all my classes, this semester. Yay! I
can’t believe I’m half way done. I go
back, January 5th, 2015 for the next and last semester, six
classes. Hopefully I can get through
those classes. I’ll be done, April 24th. Did I rewrite my novel over the break? No, I spent most of my time working on my website. I'm finished transferring all the files, now I just need to do a bit more typing. Hopefully I can get my novel rewritten sometime between now and summer.
Wednesday, December 31, 2014
Tuesday, December 16, 2014
Monday, October 13, 2014
Swimming in Quicksand
The publisher has dropped me. I’m so grateful that my novel isn’t going to
be butchered. Originally I felt like I
had been plunked into quicksand. I felt
so stuck, the more I tried to save myself, the further I sank. But now I’m feeling free, kind of. Now I’m going to rewrite my novel again,
because some changes that I have made, but only a few, I want to keep. Doing that will take a bit of time; normally,
it wouldn’t be a problem, but until Christmas break I won’t have much time to
work on it. I’m drowning in
homework. Power point, math, writing,
typing, word, and office procedures seem to be engulfing my hours, all the
time.
Of course, my other difficulties include money. I’m living on so little. Part-time jobs that I’ve applied for aren’t working. This town is so different than Thompson, unless you know the right people; you’ll have difficulty in getting a break. Physically speaking, there are so many things I can’t do. That’s most of the reason I’m taking this course. I suck at math, however. Quicksand! I’d still like to just write and only write, but I doubt my writing would sustain me. I’m thinking now that I may never make any money at all for my writing. Will I quit writing if I never make a cent for it? No, I can’t imagine a life without writing.
Am I being negative, self-destructive and counterproductive? I feel like quicksand will be my home for a long time. I’m terrified I’ll never escape.
Of course, my other difficulties include money. I’m living on so little. Part-time jobs that I’ve applied for aren’t working. This town is so different than Thompson, unless you know the right people; you’ll have difficulty in getting a break. Physically speaking, there are so many things I can’t do. That’s most of the reason I’m taking this course. I suck at math, however. Quicksand! I’d still like to just write and only write, but I doubt my writing would sustain me. I’m thinking now that I may never make any money at all for my writing. Will I quit writing if I never make a cent for it? No, I can’t imagine a life without writing.
Am I being negative, self-destructive and counterproductive? I feel like quicksand will be my home for a long time. I’m terrified I’ll never escape.
Right now I’m in class, but we’re learning something I
know a fair bit about…so I’m writing.
Sigh. Hopefully I can squeeze in
a bit of writing, every once in a while.
Seven months left of classes…let’s see if I survive this year and next.
Tuesday, August 26, 2014
Thursday, August 14, 2014
My funding has been approved
I’m going back to school.
I’m taking Office Administration.
My funding has been approved. I
have my schedule for the first semester and orientation starts September
2. I’ll still be working, part-time
too. Will my writing suffer? It’ll probably slow down some. Good thing I don’t have a life!
It’s almost been a month since I told my editor I wasn’t making more than half of the changes she wants me to make. So, I don’t know where things stand with that. Sorry to disappoint those who are looking forward to reading my novel. I don’t know how long this is going to take and I don’t know what my rights are.
It’s almost been a month since I told my editor I wasn’t making more than half of the changes she wants me to make. So, I don’t know where things stand with that. Sorry to disappoint those who are looking forward to reading my novel. I don’t know how long this is going to take and I don’t know what my rights are.
Tuesday, July 29, 2014
Grateful Blurb 2014
Grateful Blurb
July 18, 2014
July 18, 2014
I wish everything
in life was easier. I know if things in
life were easy it wouldn’t be worthwhile.
Right now I’m double-sided about so many things. Last year we moved to Dryden, Ontario. I was thankful to see Thompson in the
rear-view mirror. I’m still thankful to
be out of there. I miss my best friend,
Gaylene, I miss the museum and I miss the incomes that Mike and I made.
We moved to Dryden on a chance. We didn’t buy the book store, like I was wanting, someone else bought it. Living in Dryden is great, beautiful, peaceful and so much better than where I grew up…except jobs are not so plentiful here as they are in Thompson. I’ve worked at two jobs since I’ve been here and I’ve made the least amount of money, imaginable. However, because I’m making so little I’m able to go back to school, full-time and funded, in September. After months of being fickle, I’ve finally decided on taking Office Administration. I’m grateful for the opportunity to go back to school. Hopefully the funding will be approved.
Eight years ago I started writing a novel and I finished it two and a half years ago. Over the last two and a half years I’ve re-written it more than twice. Last year, December 23, 2013, I learned that a house wanted to publish my novel. I was grateful; everything I’ve dreamed of was coming true. I felt I was finally going to be someone. Now I’m distressed. The editors of the publishing house want me to totally change the way I write and delete more than a quarter of the book. I’m grateful I’m strong enough to stop being their puppet, even if it means they might decide not to publish my book. I refuse to bend and to make any more sacrifices. I’d rather publish the book myself than butcher it any more. Grateful? Yes, I’ll consider this a learning experience, someday.
I’m talking to my dad again, after seventeen years. Forgiveness is a powerful gift. A childhood of emotional abuse led to an adulthood of more emotional abuse, (until eight years ago) but I’m still grateful.
Our cat, Princess died May 23, 2013. She didn’t get to see Ontario. I would’ve been happy if she stayed with us longer. I’m grateful she isn’t in pain any more.
My boys, Will and Scott are still with me and I’m grateful for that. I’ll always be grateful for them.
To be insured to drive the truck, in Ontario would cost a small fortune, so I’m not driving and I’m not grateful about it. I am, however, grateful for my electric bike that I purchased last month and it doesn’t need to be insured. If only it didn’t snow in the winter. I’m grateful Will has a walker now. Too bad he won’t be able to use it in the winter either. Maybe in the spring I’ll get him a four wheel scooter.
I’m scared and worried about the next year of my life but I’m still excited, and as always, grateful. Freedom, always and forever I’ll be grateful for.
We moved to Dryden on a chance. We didn’t buy the book store, like I was wanting, someone else bought it. Living in Dryden is great, beautiful, peaceful and so much better than where I grew up…except jobs are not so plentiful here as they are in Thompson. I’ve worked at two jobs since I’ve been here and I’ve made the least amount of money, imaginable. However, because I’m making so little I’m able to go back to school, full-time and funded, in September. After months of being fickle, I’ve finally decided on taking Office Administration. I’m grateful for the opportunity to go back to school. Hopefully the funding will be approved.
Eight years ago I started writing a novel and I finished it two and a half years ago. Over the last two and a half years I’ve re-written it more than twice. Last year, December 23, 2013, I learned that a house wanted to publish my novel. I was grateful; everything I’ve dreamed of was coming true. I felt I was finally going to be someone. Now I’m distressed. The editors of the publishing house want me to totally change the way I write and delete more than a quarter of the book. I’m grateful I’m strong enough to stop being their puppet, even if it means they might decide not to publish my book. I refuse to bend and to make any more sacrifices. I’d rather publish the book myself than butcher it any more. Grateful? Yes, I’ll consider this a learning experience, someday.
I’m talking to my dad again, after seventeen years. Forgiveness is a powerful gift. A childhood of emotional abuse led to an adulthood of more emotional abuse, (until eight years ago) but I’m still grateful.
Our cat, Princess died May 23, 2013. She didn’t get to see Ontario. I would’ve been happy if she stayed with us longer. I’m grateful she isn’t in pain any more.
My boys, Will and Scott are still with me and I’m grateful for that. I’ll always be grateful for them.
To be insured to drive the truck, in Ontario would cost a small fortune, so I’m not driving and I’m not grateful about it. I am, however, grateful for my electric bike that I purchased last month and it doesn’t need to be insured. If only it didn’t snow in the winter. I’m grateful Will has a walker now. Too bad he won’t be able to use it in the winter either. Maybe in the spring I’ll get him a four wheel scooter.
I’m scared and worried about the next year of my life but I’m still excited, and as always, grateful. Freedom, always and forever I’ll be grateful for.
Thursday, June 26, 2014
Did someone say fickle?
It’s been a crazy few months, but I’ve made a decision. I’ve already applied at Confederation
College
My editor has disappeared, so now I have a new editor. She’s to do a second edit on my novel. Hopefully she’ll read it this year. I’m about half way done the second book. Hopefully I can have it finished by the end of January and hopefully my first book will be out on the market by then, too.
My editor has disappeared, so now I have a new editor. She’s to do a second edit on my novel. Hopefully she’ll read it this year. I’m about half way done the second book. Hopefully I can have it finished by the end of January and hopefully my first book will be out on the market by then, too.
Career Portfolio 2014
Index
Skills learned:
Page 1………………………………………working as an online
learning centre assistant
Page 2 and 3…………………………………………working as an Educational Assistant
Page 4……………………………………………………………...working at the museum
Page 5………………………………………………... on the museum’s board of directors
Page 6 and 7……………………………................. working at daycares and the preschool
Page 8............ working as an Administrative Assistant and Child Development Worker at
Futures
Page 9……………………………………………………... college, courses and workshop
Page 2 and 3…………………………………………working as an Educational Assistant
Page 4……………………………………………………………...working at the museum
Page 5………………………………………………... on the museum’s board of directors
Page 6 and 7……………………………................. working at daycares and the preschool
Page 8............ working as an Administrative Assistant and Child Development Worker at
Futures
Page 9……………………………………………………... college, courses and workshop
Certificates of courses and workshops
pages 9-20
Page 10…………………………………………………………...Community College 1988 Page 11…………………………………………………Level II in Child Care 1988
Page 12…………………………………………………… American Sign Language 1998
Page 13…………………………………………………… American Sign Language 1999
Page 14…………………………………………………… American Sign Language 2000
Page 10…………………………………………………………...Community College 1988 Page 11…………………………………………………Level II in Child Care 1988
Page 12…………………………………………………… American Sign Language 1998
Page 13…………………………………………………… American Sign Language 1999
Page 14…………………………………………………… American Sign Language 2000
Page 15……………………………………Communication Skills
in the Early Years 2000
Page 16……………….. Working Effectively with Violent and Aggressive Students 1997
Page 17……………………………………………………… Portfolio Development 1999 Page 18…………………………………………Speech and Language Development 2001 Page 19…………………………………………………………………Teacher Talk 2009 Page 20……………………………………………………………..Teacher Talk 2nd 2009 Page 21………………………………………………Emergency First Aid and CPR 2009
Page 16……………….. Working Effectively with Violent and Aggressive Students 1997
Page 17……………………………………………………… Portfolio Development 1999 Page 18…………………………………………Speech and Language Development 2001 Page 19…………………………………………………………………Teacher Talk 2009 Page 20……………………………………………………………..Teacher Talk 2nd 2009 Page 21………………………………………………Emergency First Aid and CPR 2009
List of summer jobs:
Administrative Assistant and Child development Worker 1999
Futures
Special Needs Worker 1997 Riverside Day Care
pg. 1
pg. 1
- listened to students and communicated with students and
instructors
- solved problems, fixed technical issues with computers, televisions, cameras,
projectors, etc
- opened centre, opened classrooms, turned on computers, televisions, projectors
and started scheduled programs/classes
- ensured all equipment was operational
- checked voice mail messages, emails and mail
- cleaned computers, mousse, monitors, keyboards, televisions, etc
- reviewed schedule for the day and following day
- rotated course guides and updated, as new catalogues arrived
- recycled outdated course guides and materials
- Invigilated exams
- Mailed or faxed exams to instructors or sent them by currier
- provided regular support and encouragement
- turned off programs, computers, projectors, televisions, turned off lights and
locked doors
- solved problems, fixed technical issues with computers, televisions, cameras,
projectors, etc
- opened centre, opened classrooms, turned on computers, televisions, projectors
and started scheduled programs/classes
- ensured all equipment was operational
- checked voice mail messages, emails and mail
- cleaned computers, mousse, monitors, keyboards, televisions, etc
- reviewed schedule for the day and following day
- rotated course guides and updated, as new catalogues arrived
- recycled outdated course guides and materials
- Invigilated exams
- Mailed or faxed exams to instructors or sent them by currier
- provided regular support and encouragement
- turned off programs, computers, projectors, televisions, turned off lights and
locked doors
Certificates attained at Contact North
- WHMIS January 23, 2014
- Bill 168 Employee Training January 20, 2014
- Workplace Violence and Harassment Training January 16, 2014
- AODA Customer Service Training January 15, 2014
- Occupational Health and Safety Awareness Training for Workers in Ontario
May 13, 2014
As
an Educational Assistant:
- interpreted for deaf students using
American Sign Language
- taught one deaf, kindergarten student (with no language) sign language
- worked with an oxygen dependant child and non-ambulatory students
- worked with Downs Syndrome, Autistic Syndrome, Aspergers Syndrome, Turners
Syndrome, Cerebral Palsy, Spina Bifida, blind students and students with Fetal Alcohol
Syndrome and/affects
- assisted in preparatory work
- assisted in keeping students engaged in a range of activities, in the classroom/group
settings/1 on 1
- responded to needs of students in a timely and appropriate way
- operated and maintained specialized devices, equipment and technologies for disabled
students
- assisted students by explaining, demonstrating and modeling skills and attitudes
necessary to encourage and support learning as facilitated by the teachers
- assisted classroom teachers with the supervision of students
- watched for potential problem situations and prevented escalation of conflicts whenever
possible
- assisted students who require on-going, long-term support through plans developed by
an in-school team
- engaged students in activities that promoted learning
- motivated and encouraged student participation
- supported students to prepare for and successfully complete transitions throughout the
school day
- assisted students with gathering and organizing information and materials, meeting
deadlines and assignment requirements, reviewing materials and preparing for tests as
assigned
- supported student learning by providing explanations, skilled demonstrations and by
modeling appropriate classroom behaviour to reinforce lessons taught by teachers
- assisted students in resolving interpersonal conflicts
- established positive and respectful relationships with students and fostered an effective
learning environment
- taught one deaf, kindergarten student (with no language) sign language
- worked with an oxygen dependant child and non-ambulatory students
- worked with Downs Syndrome, Autistic Syndrome, Aspergers Syndrome, Turners
Syndrome, Cerebral Palsy, Spina Bifida, blind students and students with Fetal Alcohol
Syndrome and/affects
- assisted in preparatory work
- assisted in keeping students engaged in a range of activities, in the classroom/group
settings/1 on 1
- responded to needs of students in a timely and appropriate way
- operated and maintained specialized devices, equipment and technologies for disabled
students
- assisted students by explaining, demonstrating and modeling skills and attitudes
necessary to encourage and support learning as facilitated by the teachers
- assisted classroom teachers with the supervision of students
- watched for potential problem situations and prevented escalation of conflicts whenever
possible
- assisted students who require on-going, long-term support through plans developed by
an in-school team
- engaged students in activities that promoted learning
- motivated and encouraged student participation
- supported students to prepare for and successfully complete transitions throughout the
school day
- assisted students with gathering and organizing information and materials, meeting
deadlines and assignment requirements, reviewing materials and preparing for tests as
assigned
- supported student learning by providing explanations, skilled demonstrations and by
modeling appropriate classroom behaviour to reinforce lessons taught by teachers
- assisted students in resolving interpersonal conflicts
- established positive and respectful relationships with students and fostered an effective
learning environment
- facilitated students independence by
reinforcing strategies to help students develop and
use a process for problem solving
- applied strategies to help build students self confidence and promote students
independence
- reinforced an atmosphere of safety and respect
- Communicated effectively and respectfully with students, using language and tone
appropriate to students and situation
- interacted with staff in a manner that contributed to positive relationships
- worked collaboratively and cooperatively to support student programming
use a process for problem solving
- applied strategies to help build students self confidence and promote students
independence
- reinforced an atmosphere of safety and respect
- Communicated effectively and respectfully with students, using language and tone
appropriate to students and situation
- interacted with staff in a manner that contributed to positive relationships
- worked collaboratively and cooperatively to support student programming
pg. 3
- organized and coordinated daily work activities to complete specific tasks
- identified work requirements and timelines from written and verbal instructions, asking
for clarification as required
- approached the teachers to access
information and resources in order to carry out work
assignments
- assembled, organized, collated and constructed materials according to teachers
directions
- assisted with supervision in school and community settings
- observed and recorded performances/behaviours objectively and report it to the teachers
- operated, maintained and supervised student use of specialized devices, equipment and
technologies, following safety requirements
- clarified elements of lessons for students
- reinforced specific techniques, strategies and language as directed by the teachers
- documented, monitored and reported objective information to the teachers
- collected and recorded data for use in students evaluations
- marked tests and assignments for teachers to review
- reported to teachers on students’ strength, achievements and needs
- reported to teachers on observed students’ behaviours and outcomes
- implemented strategies as described in students’ individual education plan
- encouraged student independence
- motivated students to maintain focus and attention when learning new skills
- provided students with appropriate cues and prompts
- reinforced target behaviours and new skills effectively
- supervised classrooms in teachers’ absences
- supervised and taught (plans and assignments organized by resource teachers) small
groups in separate rooms or libraries
assignments
- assembled, organized, collated and constructed materials according to teachers
directions
- assisted with supervision in school and community settings
- observed and recorded performances/behaviours objectively and report it to the teachers
- operated, maintained and supervised student use of specialized devices, equipment and
technologies, following safety requirements
- clarified elements of lessons for students
- reinforced specific techniques, strategies and language as directed by the teachers
- documented, monitored and reported objective information to the teachers
- collected and recorded data for use in students evaluations
- marked tests and assignments for teachers to review
- reported to teachers on students’ strength, achievements and needs
- reported to teachers on observed students’ behaviours and outcomes
- implemented strategies as described in students’ individual education plan
- encouraged student independence
- motivated students to maintain focus and attention when learning new skills
- provided students with appropriate cues and prompts
- reinforced target behaviours and new skills effectively
- supervised classrooms in teachers’ absences
- supervised and taught (plans and assignments organized by resource teachers) small
groups in separate rooms or libraries
- tested children on academic areas
- kept confidentiality of students
and/family members of students
Working
at the museum:
- opened and closed the museum
- cleaned the museum, including archival
items
- set up art exhibits for display from
various local artists
- conducted guided
- designed, controlled and maintained the
museum’s website, heritagenorthmuseum.ca
- wrote and posted Community Memories for
museum’s website
- photographed museum, tourist attractions
and Thompson and posted photos, videos and
slide shows on the website
slide shows on the website
- maintained computers
- handled emergencies and acted as manager
when executive director was away
- worked independently
- trained and supervised summer students 2007, 2008 and 2009
- trained and supervised summer students 2007, 2008 and 2009
- sold merchandise and local art in museum’s
gift shop
- used cash register
- cashed out at the end of each
day/week/month
- helped with inventory of merchandise
-displayed merchandise in gift shop
- handled tourism and gave information
regarding Thompson, its history and the
surrounding area.
surrounding area.
- maintained the museum’s gardens and lawns
- maintained the grounds, winter and summer
- collected funds from clients who
advertised their business/service through the
museum’s guide book
museum’s guide book
- helped with annual guide book
- typed and/ wrote ‘Community Memories’ according to previous interviews from people
who had resided in Thompson from 1956 and on; placed those ‘Community Memories’
on the museum’s website
- typed and/ wrote ‘Community Memories’ according to previous interviews from people
who had resided in Thompson from 1956 and on; placed those ‘Community Memories’
on the museum’s website
pg. 5
On
the board of Directors for the museum:
- attended board meetings
- sat on two committees, marketing and
advertising
- researched ways to do more fundraising
- served dinners at social functions for
various caterers (one of the museum’s fundraisers)
- printed raffle tickets; cut, stapled and
stamped tickets
- sold raffle tickets at the mall
- organized volunteers for fundraisers,
such as dinners being served and barbeques for
Co-op Gas and annual yard sales
Co-op Gas and annual yard sales
- barbequed and served hotdogs for Co-op
- sorted and organized items donated for
annual yard sale
- worked at the annual yard sale, set out
items and packed away items not sold
- counted money that was earned at the yard
sales
pg. 6
Working
at the Day Cares and Preschool:
- completed and evaluated observations on
activities
- intervened in trouble situations;
children fighting, arguing and/crying
- helped develop and refine gross and fine
motor skills with movement education, circle
and art activities
and art activities
- encouraged fair play and imagination
through their play and interactions with other
children
children
- monitored children
- counted number of children throughout the
day to ensure children’s safety
- prepared children for kindergarten
- documented daily activities and incidents
- observed children and wrote objective
documents
- planned weekly themes
- followed schedules and planned
appropriately regarding different themes
- planned art, circle, math, social studies,
drama and movement education activities
- entertained children through play, drama,
music and reading
- conducted communications with parents;
Kiddies Northern Preschool
- implemented positive discipline using
positive direction
- provided positive direction
- encouraged proper hygiene and manners
- assisted in the improvement of behavior
management, in children, through structured
activities, schedules and consistency of rules
activities, schedules and consistency of rules
- acted as director in director’s absence;
Kiddies Northern Preschool
- evaluated director at the end of the
school year for the board of directors; Kiddies
Northern Preschool
Northern Preschool
- taught the junior kindergarten program in
the junior kindergarten teacher’s absence;
Kiddies Northern Preschool
Kiddies Northern Preschool
- improvised with an unplanned circle or
other activities in other staff’s absence
- tested children on various academic areas
- assisted in administrative duties
- taught children to use the computer
- researched, initiated and created
activities for children
- Established problem solving strategies
- conveyed respect to children and parents
- kept confidentiality of children
and/family members of children
- assisted junior kindergarten teacher with
the junior kindergarten program; Kiddies
Northern Preschool
Northern Preschool
- cared for and was responsible for
preschool and school-aged children
- created songs to assist children in
transitions, circle and Christmas concert; Kiddies
Northern Preschool
Northern Preschool
pg. 7
- assembled lay-out for center and monitored workability of floor plan with children’s
traffic and interest
- formulated differences in developmental
levels 0-6 in doing art and circle activities
- promoted centre with arranging bulletin
boards, pictures, children’s art work, etc.
- role-modeled appropriate behavior,
attitude, manners, etc. to encourage children to do
the same
the same
- participated in fund-raising; Kiddies
Northern Preschool
- promoted centre with arranging bulletin boards, pictures, children’s art work, etc;
Kiddies Northern Preschool
- promoted centre with arranging bulletin boards, pictures, children’s art work, etc;
Kiddies Northern Preschool
- helped develop fine and gross motor
skills through movement education and cutting,
gluing, colouring, drawing, play and interactions with other children
- organized, compiled and ordered Troll (Scholastic) books for children
- attained Emergency First Aid and C.P.R
pg 8
gluing, colouring, drawing, play and interactions with other children
- organized, compiled and ordered Troll (Scholastic) books for children
- attained Emergency First Aid and C.P.R
pg 8
As
an Administrative Assistant and Child Development Worker at Futures
- reviewed children’s activities and play
area
- suggested new activities for children and
parents
- assisted in administrative duties
- upgraded future policies for cleaning and
sanitation for the centre
- obtained more knowledge of resources for
clients
- modified, edited and retyped Procedures
Manual
- reviewed children’s activities and play
area
- assembled future layout of centre
- made advertisements for volunteers
pg. 9
College,
courses and workshops
- provided positive direction to preschool
children at KCC (ECE II)
- provided structure through play and
curriculum with art, science, social studies, drama
and circle activities
and circle activities
- developed monthly plans according to
themes in all curriculum areas; facilitating for
different age groups at KCC (ECE II)
different age groups at KCC (ECE II)
- cared for children in a professional
environment at KCC (ECE II)
- compiled, evaluate and do observations on
activities at KCC (ECE II)
- examined nutritional value in foods for
children at Nutrition workshop
- attained Emergency First Aid and C.P.R in
workshops
- developed the skills to translate and
interpret both American Sign Language and
American Signed English at KCC and workshops with The Society for Manitobans
with Disabilities
American Signed English at KCC and workshops with The Society for Manitobans
with Disabilities
- edited manuscripts through course in
writing for children and teenagers
- produced manuscripts for publication
through course through course in writing for
children and teenagers
children and teenagers
- created stories for young children
through course in writing for children and teenagers
- demonstrated the ability to extinguish
small fires in Fire Extinguisher workshop
- learned to work effectively with violent
and aggressive students in WEVAS workshop
- implemented positive discipline in
workshop
- learned about Fetal Alcohol Syndrome
Thursday, May 1, 2014
I hate editors!
A friend of mine, who is also a writer, told me that editors
are not your friends. I didn’t believe
her at first. I believe her now. I went from having an editor who was probably
just recently working behind the counter at McDonald’s, to an editor who is
even worse. Maybe I shouldn’t have
complained about the first one…years ago I placed a lot of ‘hads’ and ‘had
beens’ in my manuscript, thinking they were needed. I learned that they weren’t needed and they
just made the finished product frustrating to read. I spent days taking them out and changed the
way I wrote. My previous editor added
some ‘hads.’ I thought, ‘I can live with
that.’ Her grammar was bad though and
she took out the quotation marks from the characters' thoughts. I decided I could live with that too but I
couldn’t handle a couple of other things.
My new editor is drowning my story with ‘hads’ and ‘had beens.’ She keeps commenting on my “bad grammar” and “bad
English” and I’ve only read her notes on the first chapter. My personal editor, is a college instructor and is my best friend. He
says my only faults with grammar is my use of commas and that the majority of
readers don’t notice such things. I’m
very tempted to tell the publishing house to go fuck themselves and I’ll find
another publisher. Can I do that? I’m a first time author, would that be a smart thing to do? Sigh…
Tuesday, April 15, 2014
So fickle
I am so fickle. First
I decided to go back to school and take business administration. When I was trying to explain to my father as
to why I decided to go back to school, I thought, ‘Yeah, why am I doing this?’
I thought about how I’d have very little time to write if I go back to school
full-time. I want to write. Just recently, I got a casual position as an
Educational Assistant and an Early Childhood Educator. I’ve worked two shifts in two weeks. I’m still working as an online learning Centre
assistant but the money as an educational assistant is definitely better. If I were to work two shifts a week, I would
make more money than I do at the Centre.
I’m unqualified, which makes me wonder if I should become qualified to
ensure more shifts and the possibility of a full-time job with the schools. Of course, that means going back to
school. I can do that; it would mean
part-time studies while I’m working, at one job only. I don’t think I can handle two jobs,
part-time studies and writing. We’ll see
what happens. In September or October I’ll
take another look at things and make a decision. Chances are, I’ll quit at the Centre and
concentrate on the schools and my second novel.
I’ll try not to lose my mind in the mean time.
I finished making the changes that my editor wants me to make on my novel. We'll see when my book will be accessible, hopefully soon. I'm still working on the website too.
Friday, January 31, 2014
Carol's Resume
CAROL NEILL
WORK EXPERIENCE
Centre AssistantContact North Dryden, Ontario 2013-2014
Educational Assistant
School District of Mystery Lake Thompson, Manitoba 1998-2013
Museum Attendant
Heritage North Museum Thompson, Manitoba 2007-2013
Early Childhood
EducatorHeritage North Museum Thompson, Manitoba 2007-2013
Kiddies Northern Preschool Thompson, Manitoba 1994-1998
Child Care Worker
Thompson Daycare Thompson, Manitoba 1988-1990
Thompson Daycare Thompson, Manitoba 1988-1990
EDUCATION
Office Administration Confederation College Dryden, Ontario 2014-2015
American Sign
LanguageOffice Administration Confederation College Dryden, Ontario 2014-2015
Society for Manitobans with Disabilities Thompson, Manitoba 1998, 1999 & 2000
American Signed English
Keewatin Community College Thompson, Manitoba 1988 &1989
Writing for Children
and Teenagers
Institute for Writing 1991-1993
Child Care Services
Certificate ProgramInstitute for Writing 1991-1993
Keewatin Community College Thompson, Manitoba 1988
C.C.W. II Certificate granted January 1989
Thursday, January 30, 2014
Career Portfolio
January 30, 2014
Carol Neill Career Portfolio
List of summer jobs:
Administrative Assistant and Child development Worker 1999 Futures
Special Needs Worker 1997 Riverside Day Care
As an Educational Assistant:
- interpreted for deaf students using American Sign Language
- taught one deaf, kindergarten student (with no language) sign language
- worked with an oxygen dependant child and non-ambulatory students
- worked with Downs Syndrome, Autistic Syndrome, Aspergers Syndrome, Turners Syndrome, Cerebral Palsy, Spina Bifida, blind students and students with Fetal Alcohol Syndrome and/affects
- assisted in preparatory work
- assisted in keeping students engaged in a range of activities, in the classroom/group settings/1 on 1
- responded to needs of students in a timely and appropriate way
- operated and maintained specialized devices, equipment and technologies for disabled students
- assisted students by explaining, demonstrating and modeling skills and attitudes necessary to encourage and support learning as facilitated by the teachers
- assisted classroom teachers with the supervision of students
- watched for potential problem situations and prevented escalation of conflicts whenever possible
- assisted students who require on-going, long-term support through plans developed by an in-school team
- engaged students in activities that promoted learning
- motivated and encouraged student participation
- supported students to prepare for and successfully complete transitions throughout the school day
- assisted students with gathering and organizing information and materials, meeting deadlines and assignment requirements, reviewing materials and preparing for tests as assigned
- supported student learning by providing explanations, skilled demonstrations and by modeling appropriate classroom behaviour to reinforce lessons taught by teachers
- assisted students in resolving interpersonal conflicts
- established positive and respectful relationships with students and fostered an effective learning environment
- facilitated students' independence by reinforcing strategies to help students develop and use a process for problem solving
- applied strategies to help build students self confidence and promote students independence
- reinforced an atmosphere of safety and respect
- Communicated effectively and respectfully with students, using language and tone appropriate to students and situation
- interacted with staff in a manner that contributed to positive relationships
- worked collaboratively and cooperatively to support student programming
- organized and coordinated daily work activities to complete specific tasks
- identified work requirements and timelines from written and verbal instructions, asking for clarification as required
- approached the teachers to access information and resources in order to carry out work assignments - assembled, organized, collated and constructed materials according to teachers directions
- assisted with supervision in school and community settings
- observed and recorded performances/behaviours objectively and report it to the teachers
- operated, maintained and supervised student use of specialized devices, equipment and technologies, following safety requirements
- clarified elements of lessons for students
- reinforced specific techniques, strategies and language as directed by the teachers
- documented, monitored and reported objective information to the teachers
- collected and recorded data for use in students evaluations
- marked tests and assignments for teachers to review
- reported to teachers on students’ strengths, achievements and needs
- reported to teachers on observed students’ behaviours and outcomes
- implemented strategies as described in students’ individual education plan
- encouraged student independence
- motivated students to maintain focus and attention when learning new skills
- provided students with appropriate cues and prompts
- reinforced target behaviours and new skills effectively
- supervised classrooms in teachers’ absences
- supervised and taught (plans and assignments organized by resource teachers) small groups in separate rooms or libraries
- tested children on academic areas
- kept confidentiality of students and/family members of students
Working at the museum:
- opened and closed the museum
- cleaned the museum, including archival items
- set up art exhibits for display from various local artists
- conducted guided
- designed, controlled and maintained the museum’s website, heritagenorthmuseum.ca
- wrote and posted Community Memories for museum’s website
- photographed museum, tourist attractions and Thompson and posted photos, videos and slide shows on the website
- maintained computers
- handled emergencies and acted as manager when executive director was away
- worked independently
- trained and supervised summer students 2007, 2008, 2009, 2011 and 2012
- trained my replacement, 2013
- sold merchandise and local art in museum’s gift shop
- used cash register
- cashed out at the end of each day/week/month
- helped with inventory of merchandise
-displayed merchandise in gift shop
- handled tourism and gave information regarding Thompson, its history and the surrounding area. - maintained the museum’s gardens and lawns
- maintained the grounds, winter and summer
- collected funds from clients who advertised their business/service through the museum’s guide book - helped with annual guide book
- typed and/ wrote ‘Community Memories’ according to previous interviews from people who had resided in Thompson from 1956 and on; placed those ‘Community Memories’ on the museum’s website
On the board of Directors for the museum:
- attended board meetings - sat on two committees, marketing and advertising
- researched ways to do more fundraising
- served dinners at social functions for various caterers (one of the museum’s fundraisers)
- printed raffle tickets; cut, stapled and stamped tickets - sold raffle tickets at the mall
- organized volunteers for fundraisers, such as dinners being served and barbeques for Co-op Gas and annual yard sales
- barbequed and served hotdogs for Co-op
- sorted and organized items donated for annual yard sale
- worked at the annual yard sale, set out items and packed away items not sold
- counted money that was earned at the yard sales
Working at the Day Cares and Preschool:
- completed and evaluated observations on activities
- intervened in trouble situations; children fighting, arguing and/crying
- helped develop and refine gross and fine motor skills with movement education, circle and art activities
- encouraged fair play and imagination through their play and interactions with other children
- monitored children - counted number of children throughout the day to ensure children’s safety
- prepared children for kindergarten
- documented daily activities and incidents
- observed children and wrote objective documents
- planned weekly themes
- followed schedules and planned appropriately regarding different themes
- planned art, circle, math, social studies, drama and movement education activities
- entertained children through play, drama, music and reading
- conducted communications with parents; Kiddies Northern Preschool
- implemented positive discipline using positive direction - provided positive direction
- encouraged proper hygiene and manners - assisted in the improvement of behavior management, in children, through structured activities, schedules and consistency of rules
- acted as director in director’s absence; Kiddies Northern Preschool
- evaluated director at the end of the school year for the board of directors; Kiddies Northern Preschool
- taught the junior kindergarten program in the junior kindergarten teacher’s absence; Kiddies Northern Preschool
- improvised with an unplanned circle or other activities in other staff’s absence
- tested children on various academic areas
- assisted in administrative duties
- taught children to use the computer
- researched, initiated and created activities for children
- Established problem solving strategies - conveyed respect to children and parents
- kept confidentiality of children and/family members of children
- assisted junior kindergarten teacher with the junior kindergarten program; Kiddies Northern Preschool
- cared for and was responsible for preschool and school-aged children
- created songs to assist children in transitions, circle and Christmas concert; Kiddies Northern Preschool
- assembled lay-out for center and monitored workability of floor plan with children’s traffic and interest
- formulated differences in developmental levels 0-6 in doing art and circle activities
- promoted centre with arranging bulletin boards, pictures, children’s art work, etc.
- role-modeled appropriate behavior, attitude, manners, etc. to encourage children to do the same
- participated in fund-raising; Kiddies Northern Preschool
- promoted centre with arranging bulletin boards, pictures, children’s art work, etc; Kiddies Northern Preschool
- helped develop fine and gross motor skills through movement education and cutting, gluing, colouring, drawing, play and interactions with other children
- organized, compiled and ordered Troll (Scholastic) books for children
- attained Emergency First Aid and C.P.R As an Administrative Assistant and Child Development Worker at Futures - reviewed children’s activities and play area
- suggested new activities for children and parents
- assisted in administrative duties
- upgraded future policies for cleaning and sanitation for the centre
- obtained more knowledge of resources for clients
- modified, edited and retyped Procedures Manual
- reviewed children’s activities and play area
- assembled future layout of centre
- made advertisements for volunteers College, courses and workshops
- provided positive direction to preschool children at KCC (ECE II)
- provided structure through play and curriculum with art, science, social studies, drama and circle activities
- developed monthly plans according to themes in all curriculum areas; facilitating for different age groups at KCC (ECE II)
- cared for children in a professional environment at KCC (ECE II)
- compiled, evaluate and do observations on activities at KCC (ECE II)
- examined nutritional value in foods for children at Nutrition workshop
- attained Emergency First Aid and C.P.R in workshops
- developed the skills to translate and interpret both American Sign Language and American Signed English at KCC and workshops with The Society for Manitobans with Disabilities
- edited manuscripts through course in writing for children and teenagers
- produced manuscripts for publication through course through course in writing for children and teenagers
- created stories for young children through course in writing for children and teenagers
- demonstrated the ability to extinguish small fires in Fire Extinguisher workshop
- learned to work effectively with violent and aggressive students in WEVAS workshop
- implemented positive discipline in workshop
- learned about Fetal Alcohol Syndrome
Carol Neill Career Portfolio
List of summer jobs:
Administrative Assistant and Child development Worker 1999 Futures
Special Needs Worker 1997 Riverside Day Care
As an Educational Assistant:
- interpreted for deaf students using American Sign Language
- taught one deaf, kindergarten student (with no language) sign language
- worked with an oxygen dependant child and non-ambulatory students
- worked with Downs Syndrome, Autistic Syndrome, Aspergers Syndrome, Turners Syndrome, Cerebral Palsy, Spina Bifida, blind students and students with Fetal Alcohol Syndrome and/affects
- assisted in preparatory work
- assisted in keeping students engaged in a range of activities, in the classroom/group settings/1 on 1
- responded to needs of students in a timely and appropriate way
- operated and maintained specialized devices, equipment and technologies for disabled students
- assisted students by explaining, demonstrating and modeling skills and attitudes necessary to encourage and support learning as facilitated by the teachers
- assisted classroom teachers with the supervision of students
- watched for potential problem situations and prevented escalation of conflicts whenever possible
- assisted students who require on-going, long-term support through plans developed by an in-school team
- engaged students in activities that promoted learning
- motivated and encouraged student participation
- supported students to prepare for and successfully complete transitions throughout the school day
- assisted students with gathering and organizing information and materials, meeting deadlines and assignment requirements, reviewing materials and preparing for tests as assigned
- supported student learning by providing explanations, skilled demonstrations and by modeling appropriate classroom behaviour to reinforce lessons taught by teachers
- assisted students in resolving interpersonal conflicts
- established positive and respectful relationships with students and fostered an effective learning environment
- facilitated students' independence by reinforcing strategies to help students develop and use a process for problem solving
- applied strategies to help build students self confidence and promote students independence
- reinforced an atmosphere of safety and respect
- Communicated effectively and respectfully with students, using language and tone appropriate to students and situation
- interacted with staff in a manner that contributed to positive relationships
- worked collaboratively and cooperatively to support student programming
- organized and coordinated daily work activities to complete specific tasks
- identified work requirements and timelines from written and verbal instructions, asking for clarification as required
- approached the teachers to access information and resources in order to carry out work assignments - assembled, organized, collated and constructed materials according to teachers directions
- assisted with supervision in school and community settings
- observed and recorded performances/behaviours objectively and report it to the teachers
- operated, maintained and supervised student use of specialized devices, equipment and technologies, following safety requirements
- clarified elements of lessons for students
- reinforced specific techniques, strategies and language as directed by the teachers
- documented, monitored and reported objective information to the teachers
- collected and recorded data for use in students evaluations
- marked tests and assignments for teachers to review
- reported to teachers on students’ strengths, achievements and needs
- reported to teachers on observed students’ behaviours and outcomes
- implemented strategies as described in students’ individual education plan
- encouraged student independence
- motivated students to maintain focus and attention when learning new skills
- provided students with appropriate cues and prompts
- reinforced target behaviours and new skills effectively
- supervised classrooms in teachers’ absences
- supervised and taught (plans and assignments organized by resource teachers) small groups in separate rooms or libraries
- tested children on academic areas
- kept confidentiality of students and/family members of students
Working at the museum:
- opened and closed the museum
- cleaned the museum, including archival items
- set up art exhibits for display from various local artists
- conducted guided
- designed, controlled and maintained the museum’s website, heritagenorthmuseum.ca
- wrote and posted Community Memories for museum’s website
- photographed museum, tourist attractions and Thompson and posted photos, videos and slide shows on the website
- maintained computers
- handled emergencies and acted as manager when executive director was away
- worked independently
- trained and supervised summer students 2007, 2008, 2009, 2011 and 2012
- trained my replacement, 2013
- sold merchandise and local art in museum’s gift shop
- used cash register
- cashed out at the end of each day/week/month
- helped with inventory of merchandise
-displayed merchandise in gift shop
- handled tourism and gave information regarding Thompson, its history and the surrounding area. - maintained the museum’s gardens and lawns
- maintained the grounds, winter and summer
- collected funds from clients who advertised their business/service through the museum’s guide book - helped with annual guide book
- typed and/ wrote ‘Community Memories’ according to previous interviews from people who had resided in Thompson from 1956 and on; placed those ‘Community Memories’ on the museum’s website
On the board of Directors for the museum:
- attended board meetings - sat on two committees, marketing and advertising
- researched ways to do more fundraising
- served dinners at social functions for various caterers (one of the museum’s fundraisers)
- printed raffle tickets; cut, stapled and stamped tickets - sold raffle tickets at the mall
- organized volunteers for fundraisers, such as dinners being served and barbeques for Co-op Gas and annual yard sales
- barbequed and served hotdogs for Co-op
- sorted and organized items donated for annual yard sale
- worked at the annual yard sale, set out items and packed away items not sold
- counted money that was earned at the yard sales
Working at the Day Cares and Preschool:
- completed and evaluated observations on activities
- intervened in trouble situations; children fighting, arguing and/crying
- helped develop and refine gross and fine motor skills with movement education, circle and art activities
- encouraged fair play and imagination through their play and interactions with other children
- monitored children - counted number of children throughout the day to ensure children’s safety
- prepared children for kindergarten
- documented daily activities and incidents
- observed children and wrote objective documents
- planned weekly themes
- followed schedules and planned appropriately regarding different themes
- planned art, circle, math, social studies, drama and movement education activities
- entertained children through play, drama, music and reading
- conducted communications with parents; Kiddies Northern Preschool
- implemented positive discipline using positive direction - provided positive direction
- encouraged proper hygiene and manners - assisted in the improvement of behavior management, in children, through structured activities, schedules and consistency of rules
- acted as director in director’s absence; Kiddies Northern Preschool
- evaluated director at the end of the school year for the board of directors; Kiddies Northern Preschool
- taught the junior kindergarten program in the junior kindergarten teacher’s absence; Kiddies Northern Preschool
- improvised with an unplanned circle or other activities in other staff’s absence
- tested children on various academic areas
- assisted in administrative duties
- taught children to use the computer
- researched, initiated and created activities for children
- Established problem solving strategies - conveyed respect to children and parents
- kept confidentiality of children and/family members of children
- assisted junior kindergarten teacher with the junior kindergarten program; Kiddies Northern Preschool
- cared for and was responsible for preschool and school-aged children
- created songs to assist children in transitions, circle and Christmas concert; Kiddies Northern Preschool
- assembled lay-out for center and monitored workability of floor plan with children’s traffic and interest
- formulated differences in developmental levels 0-6 in doing art and circle activities
- promoted centre with arranging bulletin boards, pictures, children’s art work, etc.
- role-modeled appropriate behavior, attitude, manners, etc. to encourage children to do the same
- participated in fund-raising; Kiddies Northern Preschool
- promoted centre with arranging bulletin boards, pictures, children’s art work, etc; Kiddies Northern Preschool
- helped develop fine and gross motor skills through movement education and cutting, gluing, colouring, drawing, play and interactions with other children
- organized, compiled and ordered Troll (Scholastic) books for children
- attained Emergency First Aid and C.P.R As an Administrative Assistant and Child Development Worker at Futures - reviewed children’s activities and play area
- suggested new activities for children and parents
- assisted in administrative duties
- upgraded future policies for cleaning and sanitation for the centre
- obtained more knowledge of resources for clients
- modified, edited and retyped Procedures Manual
- reviewed children’s activities and play area
- assembled future layout of centre
- made advertisements for volunteers College, courses and workshops
- provided positive direction to preschool children at KCC (ECE II)
- provided structure through play and curriculum with art, science, social studies, drama and circle activities
- developed monthly plans according to themes in all curriculum areas; facilitating for different age groups at KCC (ECE II)
- cared for children in a professional environment at KCC (ECE II)
- compiled, evaluate and do observations on activities at KCC (ECE II)
- examined nutritional value in foods for children at Nutrition workshop
- attained Emergency First Aid and C.P.R in workshops
- developed the skills to translate and interpret both American Sign Language and American Signed English at KCC and workshops with The Society for Manitobans with Disabilities
- edited manuscripts through course in writing for children and teenagers
- produced manuscripts for publication through course through course in writing for children and teenagers
- created stories for young children through course in writing for children and teenagers
- demonstrated the ability to extinguish small fires in Fire Extinguisher workshop
- learned to work effectively with violent and aggressive students in WEVAS workshop
- implemented positive discipline in workshop
- learned about Fetal Alcohol Syndrome
Wednesday, January 22, 2014
Poppy Seed Banana Muffins
Poppy seed Banana Muffins
3 over ripe bananas, mashed
1 egg
½ cup organic sugar
¼ cup olive oil
½ cup coconut milk
1 tsp poppy seeds
1 tsp dried lavender, chopped or put through a coffee grinder
1 ¼ cups unbleached flour
¼ cup ground flax seed
1 tbsp hemp hearts
2 tsp baking powder
¼ tsp baking soda
½ tsp sea salt 1 tsp vanilla In large bowl, combine egg, sugar and oil. Add coconutmilk, poppy seeds, lavender, vanilla and mashed bananas. In another bowl, combine flour, ground flax seed, salt, baking powder, hemp hearts and baking soda. Add to liquid mixture and mix well. Scoop into 18 greased muffin tins. Bake at 400 degrees for 20-25 minutes.
Note: You can buy Flax seed at most pharmacies and Health Food stores. It doesn’t cost much but eating it whole doesn’t do you much good. Ground Flax seed is what you need. You can grind your own Flax seed with a coffee grinder (costs about $20) or you can buy already ground Flax seed. The already ground Flax seed costs a bit more, it has to be stored in a light-proof container, in the fridge and it is only good for a few months. You can put ground Flax seed on your cereal every morning or bake with it. Baking with it decreases its Omega 3 value but some recipes just aren’t the same without it. Personally, I don’t use ground Flax seed with chocolate recipes but otherwise I use it all the time. I make a fruit shake every morning with 1/8 cup freshly ground Flax seed. Ground Flax seed is very good for you in so many ways. For any recipe you can substitute ¼ cup flour for ¼ cup ground Flax seed. Buy yourself a coffee grinder. It’s a worthwhile investment!
3 over ripe bananas, mashed
1 egg
½ cup organic sugar
¼ cup olive oil
½ cup coconut milk
1 tsp poppy seeds
1 tsp dried lavender, chopped or put through a coffee grinder
1 ¼ cups unbleached flour
¼ cup ground flax seed
1 tbsp hemp hearts
2 tsp baking powder
¼ tsp baking soda
½ tsp sea salt 1 tsp vanilla In large bowl, combine egg, sugar and oil. Add coconutmilk, poppy seeds, lavender, vanilla and mashed bananas. In another bowl, combine flour, ground flax seed, salt, baking powder, hemp hearts and baking soda. Add to liquid mixture and mix well. Scoop into 18 greased muffin tins. Bake at 400 degrees for 20-25 minutes.
Note: You can buy Flax seed at most pharmacies and Health Food stores. It doesn’t cost much but eating it whole doesn’t do you much good. Ground Flax seed is what you need. You can grind your own Flax seed with a coffee grinder (costs about $20) or you can buy already ground Flax seed. The already ground Flax seed costs a bit more, it has to be stored in a light-proof container, in the fridge and it is only good for a few months. You can put ground Flax seed on your cereal every morning or bake with it. Baking with it decreases its Omega 3 value but some recipes just aren’t the same without it. Personally, I don’t use ground Flax seed with chocolate recipes but otherwise I use it all the time. I make a fruit shake every morning with 1/8 cup freshly ground Flax seed. Ground Flax seed is very good for you in so many ways. For any recipe you can substitute ¼ cup flour for ¼ cup ground Flax seed. Buy yourself a coffee grinder. It’s a worthwhile investment!
If Men Got Pregnant...
If Men Got Pregnant…
- Maternity leave would last two years…with full pay.
- There’d be a cure for stretch marks.
- Natural childbirth would become obsolete.
- Morning sickness would rank as the nation’s number one health problem.
- All methods of birth control would be improved to 100 percent effectiveness.
- Children would be kept in the hospital until they were toilet trained.
- Men would be eager to talk about commitment.
- They wouldn’t think twins were so cute.
- Fathers would demand that their sons be home from dates by 10:00 p.m.
- Men could use their briefcases as diapers bags.
- They’d have to stop saying, “I’m afraid I’ll drop him.” -
Paternity suits would be a line of clothes. - They’d stay in bed for the entire nine months.
- Menus at most restaurants would list ice cream and pickles as an entrée.
- Woman would rule the world.
- Maternity leave would last two years…with full pay.
- There’d be a cure for stretch marks.
- Natural childbirth would become obsolete.
- Morning sickness would rank as the nation’s number one health problem.
- All methods of birth control would be improved to 100 percent effectiveness.
- Children would be kept in the hospital until they were toilet trained.
- Men would be eager to talk about commitment.
- They wouldn’t think twins were so cute.
- Fathers would demand that their sons be home from dates by 10:00 p.m.
- Men could use their briefcases as diapers bags.
- They’d have to stop saying, “I’m afraid I’ll drop him.” -
Paternity suits would be a line of clothes. - They’d stay in bed for the entire nine months.
- Menus at most restaurants would list ice cream and pickles as an entrée.
- Woman would rule the world.
Sunday, January 5, 2014
Bacon Wrapped Water Chestnuts
Bacon wrapped Water Chestnuts
Pack of bacon, cut in half
2 cans water chestnuts, rinsed and drained
½ cup mayo
½ cup brown sugar
1 tsp chilli sauce
Wrap bacon halves around water chestnuts, secure with strong, wooden toothpicks. Place on metal rack over pan to catch drips. Bake at 400 degrees for 30 minutes. Cook Mayo, brown sugar and chilli sauce in medium sauce pan, on medium heat. Brush sauce on bacon wrapped water chestnuts after they’ve baked 30 minutes. Put back in oven for another 10 minutes
Pack of bacon, cut in half
2 cans water chestnuts, rinsed and drained
½ cup mayo
½ cup brown sugar
1 tsp chilli sauce
Wrap bacon halves around water chestnuts, secure with strong, wooden toothpicks. Place on metal rack over pan to catch drips. Bake at 400 degrees for 30 minutes. Cook Mayo, brown sugar and chilli sauce in medium sauce pan, on medium heat. Brush sauce on bacon wrapped water chestnuts after they’ve baked 30 minutes. Put back in oven for another 10 minutes
Baked, Cut Potatoes
Baked, Cut Potatoes
4 potatoes
olive oil
desired spices, such as garlic and onion powder, dill, cilantro, salt, pepper, lemon pepper, etc.
Slice potatoes almost to the end. Place in small casserole dish. Brush on some oil and sprinkle on desired spices. Bake at 425 degrees for an hour.
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