The Black Swan

This film centres on Nina a young eager and ambitious ballet dancer. She goes to great lengths to land her dream role, the Swan Queen.  This role will involve her having to merge the white swan into black. The white swan signifies purity and the black is a temptress. She is so fixated with being perfect that she tries to control every outcome.  She has obsessive tendencies: she has regular hallucinations, self harms and is anorexic. The entire story line centres on her work; nowhere does it show that she has other interests outside ballet. Her bedroom is very childlike and she is the centre of her Mother’s universe. Her Mother wraps her in cotton wool and thus keeps a very close eye on her daughter’s activities. Her Mother gave up her career for Nina. Nina does not appreciate this fact or her overbearing presence in her life.  Nina is very easily manipulated and does what she is told to do/act. Her dance routine is painful and gruelling. Thoma, her French dance Teacher, uses his position of power and influence to become the “Ring Master”. He tells her to perform sexual acts and Nina while coming across as prudish, wants to please him so she does as she is instructed. She does not have a mind of her own. She is not a girl with strong convictions.  In life she is the white swan but trying to change so that life can imitate art. Pressure is mounting as all eyes will be on her. Lily, a new girl to the company could be described as Nina’s alter ego. Nina always wears pastel coloured clothes and Lily wares dark clothes. Is this a sign of their inner personalities? Lily is the more promiscuous of the two. On a night out, Nina is chatting with Andrew. Andrew says “you never told me who you were” Nina replies “I am a dancer” to which Andrew says” No, your name!” Nina sees her profession as an integral part of herself; it is part of her character. Lily makes sexual advances on Nina. Nina’s Mother gets aggressive when told of the night’s transgressions. Is any of what we are viewing real? Are we just in the mind of a delusional girl? It transpires that Lily never went back to Nina’s house. This was again part of Nina’s imagination. Nina is very paranoid when Lily is selected as a back-up. During the début of the performance Nina imagines that she takes the physical form of the black swan. She “murders” Lily using a piece of broken mirror, the film ends with Nina’s perfect performance. Just like Swan Lake is meant to end, Nina is dying because she stabbed herself using the mirror. She is one crazy chick...no pun intended!

Safety Data Sheet: Section 11: Toxicological Information-Warfarin

SECTION 11: TOXICOLOGICAL INFORMATION (13 - 25)

No adverse health effects expected if the product is handled in accordance with this Safety Data Sheet and the product label. Route of entry: Absorbed through the skin (Dermal contact) and inhalation and/or ingestion. Toxicological effects: Potential acute health effects in humans: When Warfarin comes into contact with skin it may cause skin irritation. It can be absorbed into the skin in toxic amounts with systemic effects similar to ingestion. It can cause eye irritation. It may be absorbed also through inhalation though the respiratory tract but may lead to irritation of the respiratory tract. Ingestion of the product may be fatal if swallowed. The major effect is prolongation of prothrombin time, leading to haemorrhage. A wide range of Warfarin induced symptoms include: causes tissue/skin necrosis, skin discolouration, dermatitis, uncontrolled bleeding, hypotension, haemorrhage in the retina, epitaxis (nosebleeds), chest tightness, upper airway occlusion and dyspnoea (shortness of breath) or asphyxiation due to haemorrhage into the soft tissue of the neck and pulmonary/alveolar haemorrhage, coughing up blood, and paralysis from intracerebral haemorrhage, abdominal pain, vomiting, gastrointestinal bleeding, bloody or dark stools, easy bruising, abdominal and back pain, bleeding lips, shock, and rupture of the spleen, normocytic anemia (changes in red blood cell count), urinary system (hematuria). General symptoms of poisoning which begin after a few days or weeks or repeated exposure. It may also affect behaviour/central nervous system (somnolence and convulsions). Body accumulation can result from repeated exposures. Individuals with blood clotting disorders may be more susceptible to overexposure effects. Potential chronic health effects in humans: Ingestion or skin contact-Warfarin has a cumulative toxicity; it can cause abnormal bleeding following chronic skin contact. Chronic exposure may also produce alopecia and calcification of the cartilaginious rings in the trachea and bronchi. It may also affect the liver and absorption by the lungs may result in haemorrhage effects. Warfarin has been established as a human teratogen, because it causes birth defects in the offspring of women receiving clinical doses of the compound during any trimester of pregnancy. A fetal disorder caused by exposure of a fetus to warfarin (Coumadin), a drug used therapeutically as an anticoagulation chemical (inhibits synthesis of vitamin K dependent clotting factors, including factors II, VII, IX, and X, and the anticoagulant proteins C and S.1). The exact teratogenic effect of fetal damage from warfarin therapy during pregnancy is difficult to determine with variable impact on several different systems depending on the developmental window. Some examples include: nasal hypoplasia or stippled epiphyses, central nervous system abnormalities, and maternal and fetal haemorrhage. Acute toxicity values in humans: Toxicity values for humans exposed to Warfarin an oral-woman TD1o of 15 mg/kg/21 weeks intermittent: 10,200 ug/kg oral-man TDlo; and 6,667 mg/kg oral-human LDlo. A dose of Warfarin at 200 mg/m3 is considered highly toxic and immediately dangerous to life or health. Acute toxicity values in rats: The amount of Warfarin that is lethal to one-half (50%) of experimental animals fed the material is referred to its acute oral lethal dose fifty, or LD50. The acute oral toxicity for Warfarin in rats is variously reported to be 3 mg/kg. In female rats it is found to be 58 mg/kg. The acute oral LD50 for rats over 4-5 days is 1 mg/kg/day. There was no development of ingestion tolerance indicated regardless of rodent sex or age. The acute oral LD50 for technical sodium Warfarin in rats was 323 mg/kg for males and 58 mg/kg for females. A single larger dose of Warfarin is about as toxic as a single, small dose. On a multiple-dose basis, the reported LD100 for rats is 0.2 mg/kg for 5 days. The dermal LD50 for rats was 1,400 mg/kg; 420 mg/kg intraperitoneal and 320 mg/m3 inhalation LC50. The same source indicated the acute oral LD50 for mice was 60 mg/kg; 800 mg/kg subcutaneous LDlo; and 165 mg/kg intravenous LD50. Mutagenicity- Negative in the Ames Assay and in mammalian cells. Negative for direct DNA damage and for vitro and for potential to cause chromosomal aberrations in-vitro (in Chinese Hamster Ovary cells) or to induce micronuclei in bone marrow in rats (dosages up to 600 mg/kg/day for three days) Carcinogenicity- Negative in two year oral bioassays in rats and mice. Acute toxicity values in other animals: An oral LD50 for cats of 2.5-20 mg/kg: an acute oral LD50 for 35 mg/kg for a single dose of 3 mg/day/ per 5 days; and 12 mg/kg oral LDlo.  The acute oral LD50 for dogs exposed to Warfarin was 3 mg/kg/ per 5 days. Technical sodium Warfarin in dogs had an LD50 of 200-300 mg/kg. The acute oral LD50 for Warfarin in cattle was 200 mg/kg/day for 5 days. The LD50 for technical sodium Warfarin in guinea pigs was 182 mg/kg. The oral LDl0 for Warfarin in pigs was reported to be 1,200 ug/kg. Death followed 5 daily doses of 1mg/kg for pigs. Studies done on rabbits indicated the dermal LD50 to be greater than 8g/kg. Technical sodium Warfarin in rabbits had an LD50 of 800 mg/kg. Rabbits exhibit mild to slight conjunctival irritation in response to technical Warfarin.

Health and Safety Report on Warfarin

To identify the nature and extent of the probability of risk/harm to a pregnant woman due to occupational exposure to the chemical agent Warfarin

Data collection

 It has been well established via numerous data sources that Warfarin needs to be directly consumed to cause an effect on a patient. However, it is difficult to establish the exact risk during the different stages of pregnancy. There is no clear data collection because this would involve administrating Warfarin directly into pregnant women. Much of the evidence relies on data which is specifically in relation to Warfarin being administered to Women as an oral anticoagulant. In this instance, the dosage varies from person to person and as a result has to be carefully monitored in order to prevent varied side effects such as uncontrollable bleeding (haemorrhage). “Acceptable Exposure Levels (AELs) were derived from data because NO Observable Adverse Effect Levels (NOAEL) for Warfarin could be derived from rodent repeated dose studies because of the particular susceptibility of rodents to anticoagulants effects”. Directive 98/8/EC Concerning the Placing of Biocidal Products on the Market pp.11.

Evaluating Prenatal Effects of Warfarin

There is a risk to both Mother and Progeny, it has been noted that during week six to nine of the pregnancy in particular are associated with Warfarin specific embryopathy (first trimester). However, the exposure to cause such affects would need to be administrated directly into a pregnant woman to cause the effect that Haly and Bernotts’ claim “Throughout gestastion and into the neonatal period, many organ systems are maturing and substantial cell-cell interactions are occurring especially in organ systems like the central nervous system, endocrine system, immune system, and urogential system” (1987:273). Warfarin disrupts normal embryonic and or foetal development (teratogenic effects). The second and third trimesters are associated with optic atrophy and dilation of the central ventricles associated with blindness, microcephaly and mental retardation. Therefore, it can be said that direct contact/exposure to Warfarin during any stage of pregnancy is extremely dangerous. Any hypothesis presented on the basis of indirect contact with Warfarin in an occupational setting could be said to be inconclusive.

Review of Risk Assessment

A new risk assessment is now in place and additional and necessary controls, rigorous policies and standards are in place to protect you and your unborn baby. I am satisfied that no harm will come to you or the baby as adequate controls are in place. To have any adverse effect, a person would have to be in physical contact with the agent (skin contact) or ingest it. I have looked over your training files and you are competent and adequately trained in the use of Personal Protective Equipment (PPE) (respirator/dust mask, gloves, overalls, goggles/face shield). Distance is a great protector and because you are not in direct contact you do not need to be removed from the laboratory.

Recommendations

As part of the updated Risk Assessment wider conditions were considered laboratory work is characterised as requiring long periods of standing and thus I would strongly advise you to liaise with the Human Resources Department to ensure you get regular rest breaks or to be repositioned in another department such as Administration where you would not be required to stand for the duration of your shift.

A. Murphy

Anita Murphy

Health and Safety Officer

Date: 10^th Oct 2011

Strasbourg Disability Freedom Drive

Strasbourg Disability Freedom Drive 2011

Anita Murphy

Any future protests/actions need to be bigger than CIL. I think it will require more people and involve all disability groups and representatives. For each is striving for the same fundamental human rights, to receive the same opportunities as able bodied people, for example, education and work opportunities to name but a few.

Initially, I felt the protest was not very effective as it was not organised and as there were too many chiefs, no one really knew what was happening. The protesters were informed that the police were coming and we had to move aside to the grassy verge. People with disabilities experience this kind of marginalisation and exclusion on a daily basis. I felt that the protest was the time to change this mindset; we were not going to comply here in Strasbourg and beyond. We were going to fight for our rights and get them. I think we should have changed the status quo in terms of protesting, we should have been in the forecourt of the building blocking the entrance. If we had done this for just an hour it would have made a huge impact and would of generated greater media attention. With media attention equals political pressure to change and act, due to a mass outrage as unsavoury facts come to light.

On mature reflection, I realised that maybe I was looking in the wrong direction and that the issue of protesting was almost like a self made divide and conquer. The CIL movement was not to blame in retrospect as we should not have been in Strasbourg, the rights we were protesting for should be automatic. MEPs’ are the crux of the problem; it is un-doubtfully a political issue!

 First of all, the room in which the meeting with the Irish MEPs’ took place was unsuitable as it was not accessible by any stretch of the imagination. It was appalling to hold a meeting about disability issues in such a room; it showed the lack of understanding of their physical as well as safety needs in terms of access and egress.

Some of the MEPs’ were only interested in speaking to the people from their own constituency; they were only interested in votes and not the individual to whom they were speaking to. They seemed to be far more preoccupied with small chit-chat about the weather, sports etc.  They did not ask why we had to come out to France to change the situation at home. None of them gave a timeline as to when the changes would be implemented and they offered no strategies. Some had the audacity to tell us that they could not attend for long or would be dipping in and out as they had “other commitments/important meetings”. Again, they were oblivious to the fact that people travelled all the way to see them and so they should have been given their full undivided attention. These are the people they are supposed to represent at the European level. It was clear to see that we were more of an inconvenience that a top priority.

I felt that the MEPs’ were extremely patronising as they reiterated what the panel had said but did not really offer any concrete solutions. One MEP in particular had the audacity to claim that she did not know that funding was an issue and that she had not been made aware that funding was required by CIL members in order to attend. It was obvious to all present that funding was critical as people needed to attend these meetings.

None of the MEPs’ were present at the second meeting with the exception of one and she was extremely late. In relation to this particular meeting, we were instructed to enter the building through the back door. Again, I think the old cliché of “out of sight, out of mind” reared its ugly head. It was as if we were not worthy of crossing the threshold of the parliament building.

We were only allocated an hour and a half for the meeting. This was an utter disgrace, it was an opportunity for people to come together and raise the issues with the members of parliament from across the EU. There was simply no way this could be achieved in such a short window of time. The excuse of the recession was tossed around and used at every available opportunity. I was under the impression that this meeting would be a debate and that questions could be posed to the individual MEPs or as a collective. There were no answers given and no commitment to future action.

The recommendations I would make are based on what I had witnessed over the duration of the Freedom Drive. I think regardless of the organisation and ethos we need to stick together as we are all fighting the same battles and struggles to get equality within society. The Freedom Drive presented a golden opportunity to network with the other members of CIL at a national and international level. We should share what works and the policies etc that could do with improvements. This way we are not all losing precious time making the same mistakes.

It will not be an easy task. Minority groups are automatically at a disadvantage. It is not the popular issue of the day; financial reasons will have a large part to play in the form of excuses and in some cases further cuts. So we must fight fire with fire and show the monetary savings that would be made by ratifying the agreement.

We have to highlight that we are not asking for any luxuries or special treatment. We are seeking equality and the right to make our own choices. No one is unaffected by disabilities, everyone is affected in some way, shape, or form. Therefore, it is high time we make a strong political statement and we must do it now!

Train the Trainer - Fire Safety

[Year]

Table of Contents

Section                                                                                                               Page

Training Needs Analysis.............................................................................3-4

Session Plan................................................................................................4-5

Training Session......................................................................................... 5-7

Review & Evaluation................................................................................. 8-9

Improvements and Modifications.................................................................9

Appendices..................................................................................................10

                                                                                                                          

Training Needs Analysis

The Training Needs Analysis (TNA) was carried out before the course commenced thus, I the Trainer, was better equipped to design the training programme. It gave Trainees the power to predetermine what they wanted to learn. This was done by asking four pertinent questions which would establish the following:

1.      Who are the Trainees?

The seven Trainees’ profiles are members of the general public who are interested in attending the training course “Fire Safety in the Home.” Some of the Trainees were understandably nervous as they had not attended an educational training course since attending school. There was no pre-requisite for attending this course. It will be a challenge to work effectively with a range of learner groups. Consideration was given to the fact that a number of the Trainees divulged the fact that they had a past negative experience to courses which were not training led but delivered in a lecture/presentation style. I also attached a Honey and Mumford style learning quiz and I told them to return it to me via mail or email. I received them all fully completed and they displayed a wide variety of preferred learning styles. I would have to take these into account when designing and developing the course.

2.      Why do they need training?

Overall, the Trainees expressed their desire to make their homes safer and less likely to be a fire hazard. They wanted to be informed and more confident around fire detection equipment and the types and quality available on the market. They stated that they wanted to become confident on what to do if there is a fire in their home. They also wanted to know what kinds of fire extinguishers are available and their effectiveness’s on different sources of fires. They also wanted demonstrations on how to use the fire extinguishers.

3.      How much do they know?

Most of the Trainees said they have a basic knowledge, some said that they did fire extinguisher training when they were in secondary school which was now long forgotten. One of the Trainees has a very high academic achievement but it is not related to fire safety so everyone is at a basic/foundation level of fire safety knowledge.

4.      What do they need to know or be able to do?

The structure of the course will be based on the information received by the trainees. They want to know the following:

Ø  To be able to list the different types of fire detection tools most suitable for household use; they will in turn be able to determine what best suits their needs;

Ø  To be able to list the five steps of raising the alarm;

Ø  To be able to identify the four types of fire extinguishers;

Ø  To be able to demonstrate how to use a fire extinguisher;

Session Plan

Training Objective: At the end of this course trainees will be able to identify the four main types of fire extinguishers. This objective was both observable and measurable with the aid of the quiz.

The total time allowed for this particular training session was ten minutes. To meet the set objective I needed to have a clear plan which allowed me to cover all the relevant and most important details in such a short time frame.

Structure and content of the training course:                          Time allowed (minutes)

Welcoming back and review of last session                                       1

Introduce topic and training objectives                                              2

Explain the colour coding of each extinguisher                                  1

Explain each individual extinguisher                                                  4

Summary and question and answer session                                        1

Hand out quiz and training evaluation sheet                                      1

Total time taken:                                                                                 10

Training Session

I prepared materials for different levels and interests:

I welcomed them to the class; I posed a number of questions to the trainees this made the review task orientated. I did this by posed a number of questions to them, these questions allowed them to realise the foundational work they covered last week and that they were building on this knowledge.  I hoped it would make them more comfortable interacting with me and the group as whole would be more cohesive.

I told them:

 I told them the sequence of events and what they would be learning to do. I told them that this weeks’ session was about the four main extinguishers. I invited them to ask questions; “As always please ask questions if you are unsure of anything. There is no such thing as a silly question”. I drew the Trainee’s attention to the fact that they course notes were in front of them and I also made them aware that they were free to make their own notes. (These notes were the power point presentation printed three slides per page the printing options also allowed space to make notes). I handed one of the Trainees a Dry Powder Fire Extinguisher. I told them that their full attention should be focused on the label which was a blue colour. I drew attention to the fact that I would explain strengths and limitations of this extinguisher later in the course. This, I felt, was a good way to physically introduce a fire extinguisher and get comfortable holding it which would be important for the next session. I set out the training objective: “At the end of this training session Trainees will be able to identify the most appropriate fire extinguisher for a fire”. I explained the information contained within the power point presentation and I used my hands to emphasise the important additional information.

I told them what I said I would tell them:

I went through the power point and I also added some ultra important information such as the following:

Water: the cheapest and most widely used fire extinguisher. I set the following question to the trainees who were unable to answer: “Why can we never use a water fire extinguisher on an oil or electrical fire”? I told them that it did not matter that no one knew the answer, “that we were all here to learn”. I think this helped the trainees feel that they were in a safe environment where learning and participating are encouraged.

Foam: more expensive than water but more versatile.

Dry powder: often termed the multi-purpose fire extinguisher. I told them what I said I was going to tell them earlier in the class when I handed out this particular fire extinguisher. I also sold the benefits of knowing the different colours of the fire extinguishers and the perils of using an inappropriate fire extinguisher on a fire for example using a water fire extinguisher on an oil based fire....”the fire will spread faster and they will only have exacerbated the problem!!”. This tied in with the point I had made the previous week about the importance of assessing the fire and not playing the hero if they are any way unsure of the fire extinguishers use or the source of the fire itself

I told them again:

Repetition is so important from a training point of view because it gets the trainees familiar with the information and more importantly only the most relevant information gets told. From a psychological point of view it means that the trainees are not overloaded with information in their short term memory, repetition allows it to be stored in the long term memory, stored and “filed” away in their mind where hopefully when it is needed it will come to the fore.

I did a quick recap of the course again, this time I held up colour cards to emphasise the importance of colour in relation to labelling. It also feed into the visual aid of some of the trainees as this may be some of their visual learning style and helps to retain the name of the fire extinguishers and they colour coding associated with them. I also allowed time for a question and answer session.

To evaluate the effectiveness of the course and the training objectives I handed out a quiz. I explained to the trainees that I wanted them to fill it and I also told them that there was an explanation on it and they simply had to mark if true/false and make it using T/F. The quiz allowed me the Trainer to insure that the trainees knew how to identify the correct label to the colour or contents. It was observable and measurable.

The second form of evaluation was in the form of a feedback form.  Only the most important questions in direct connection with the course were asked. It had six questions which required a direct answer by ticking the appropriate level between Strongly Agree – Strongly Disagree. I allowed space at the end of the page for Trainees to make their own comments and views known. They may spot an area for improvement that I overlooked. Again this allowed me to focus on what the trainees hoped to get out of the course, hopefully I would have covered what they wanted by carrying out the TNA before the design stage but if there was an oversight it would allow me to rectify it and as a result improve the effectiveness of my training.

While the trainees were completing the feedback sheet I told them that we would be continuing on with the fire safety course next week by looking at and examine the mechanisms of a fire extinguisher and how to physically put out a fire. I thanked them for their attention and cooperation and that I looked forward to seeing them all next week.

Review and Evaluation

I had no prior experience of giving a training session. My aim for attending the Train the Trainer course was to learn how to deliver a training session that would be interactive and allow for trainee participation. I feel that at the end of the course I could do this. The Fire Safety course delivered by me really highlighted that I could achieve what I set out to do. The TNA allowed me to set the pace of the entire training course. For this particular module it was clear that the trainees needed to know the very basics. It allowed me to respond to their aspirations and goals as a group. It also allowed me to apply my learning from Train the Trainer to this session delivery. They needed to be clear on the colour coding of the four extinguishers. Consequently, I was prepared to rephrase a misunderstood question or clarify on any of the detail contained with the presentation or the extra information I told them in relation to each extinguisher.

There was a good atmosphere because of the physical layout of the room which allowed me to easily interact with the trainees and they could interact with each other if we needed to start a debate or discussion. I was able to observe everything that was happening and gauge that the trainee’s interest in the topic was high if it was a case where their interest had dropped I would try and strengthen it by splitting them into groups and getting them to do a task, luckily I did not have use this tactic . I changed around their seating from last week by placing their name cards in a different order so that the trainees to get to know other people in the group.  The rules and code of conduct were already established from the first lesson and I put this sheet up on the wall, this also helped me to control challenging behaviour and it made the trainees feel safe and secure in the knowledge that any information they shared would remain confidential. This in turn created a supportive overall learning environment. It is important that I give the trainees constructive feedback on the quiz at the next session they completed for this lesson. This will allow them to learn from their mistake which in reality could cost them their life, for example, mixing up the colour coding and then accidentally using it on the supposedly correct source of the fire. Their evaluation will help me to adopt my delivery style and assessment methods accordingly. If the trainees are not doing well it is because my training sessions are failing them. As it is my duty to give them the knowledge and skills to be able to correctly identify the correct fire extinguisher for the different sources of fire. I had a flip chart prepared as a contingency plan; I thought this was a good idea because it is very easy for technical equipment involved with a power point presentation to fail a flip chart is not something which is good planning and foresight for a short course.

Improvements and Modifications

Upon reflection, if I had more time available I would have prepared a physical exercise to take into account Honey and Mumford’s different styles of learning by handing out five pictures of different sources of fires. I would have given them a red, cream, blue and black sticker. I would have added the additional difficult picture to examine if the trainees fully understood the training session. By getting them to participate it would drive home the importance of being able to identify the fire extinguisher under time pressure constraints of two minutes this would make them realise that if there is a fire in their home they will be in shock and they will need to remain calm and in control of the situation. It would stimulate their minds and help them store it in the long term memory hopefully this will aid them in a crisis. The physical element of learning will be utilised in next weeks’ training session as I will be demonstrating how to use a fire extinguisher correctly and then the trainees will each have to do it in their turn.

APPENDICES

1.      Copy of power point presentation and handouts for the delegates

(These handouts were the same as the power point presentation I just printed off three slides per page which automatically added space for note taking);

2.      Course feedback form;

3.      Copy of quiz which measured the success of the learning objectives.

Rory and Ita

Rory and Ita

Author: Roddy Doyle

This is marvellously written by Rory and Ita’s son Roddy. He captures their individual lives from the time of being children, through their teenage years which they both stated didn’t exist to the extinct we know the term teen to mean.  Finishing school and progressing onto their working lives, how they meet and their married life together. Theirs’ is a story of the trials and tribulations, the highs and lows that would be experienced by a majority of people. Their story is not unlike many others of their generation, however reading about their experiences I realise as a twenty-something living in the twenty-first century that my life could not be more different to theirs’ at the same stage of life they were planning on marrying and settling down. Their whole outlook and experience of life is completely different.

Overall, I found it very enlightening and I realise how privileged I am to have been born into a time of luxury in comparison to decades gone by where the bare necessitates was all there was. This book is an invitation into their private lives’; the reader is stepping into their world and their reality which was based in a certain place in time.

 As children both of their respective homes were simply furnished with essential items. It is a considerable difference to a lot of homes today where they are filled to capacity with every piece of furniture and technology imaginable. Materialism does not equate to happiness and neither does trying to keep up with the Joneses, when did we lose our way? When did materialism begin to mean so much? I found Rory’s honest disclosure of washing his face by licking his fingers and rubbing them to his face very endearing. Yes, hygiene is extremely important but again this harps back to a time when things were simpler and there wasn’t mass hysteria around germs. Looking into my bathroom cabinet I realise I have far too many lotions and potions and maybe, I too, have a germ phobia?

They both touched on the importance of putting their best foot forward, in terms of their personal presentation, in how they present and represent themselves to the outside world. Their financial situation dictated their quality and quantity of clothing they were able to purchase. This was highlighted by both, as Ita could vividly recall the moment when she purchased her first fine coat and the same feeling of pride could also be felt by Rory when he bought his suit. Such items of clothing did not come cheap and they were seen as a substantial buy due to their cost in relation to their wages. It was almost like their rite of passage into adulthood.

The book is so well written, it is as though I was watching them go through their lives. I got to see them as a young couple and later as a family unit. I watched as their family life transformed and grew with each child. They also shared intimate details of still birth and miscarriages and how it affected them individually and collectively. It also demonstrated how their priorities changed as they got older and how this changed the dynamic of their working lives as their children grew up. They gave details of the different people who moved in and out of their lives some were neighbours who moved away and others were family members like Ita’s brother Joe who died at the age of fifty. At the end of the book or their life story to date, it gave a synopsis of what they thought were the highlights of their life, I thought Ita’s was particularly sad as she spoke of her son Shane who died a few days after birth. I am sure there are many parents who have children that died, who hold the same thought of a great sense of loss.

I would have no hesitation in recommending this book to anyone, I felt it was a fantastic read and it is like a history book come to life. It is a wonderful present to give to any parent and I feel Rory did that by copper fastening his parents’ story.

Come Dine With Me

Starter

Chicken Satay

3 chicken fillets

1 oxo chicken cube

1 tbsp soya sauce

1 tbsp honey

1 tsp chilli powder

1 tsp pepper

Cup crunchy peanut butter

2tbsp oil

1 scallion

20g brown sugar

2 cloves crushed garlic

200ml coconut milk

½ lime (juice)

1 tbsp red curry paste

Cut the chicken fillets into cubes and place in a roasting tin. Heat oven to 180 degrees or gas mark 6.

 Drizzle honey over the chicken; add soya sauce, chilli powder and pepper. Dissolve an oxo cube in 100ml of hot water. Cover with tin foil and place in the oven, it will take approximately 30 minutes to cook.

Heat oil, wash and chop scallion. Add to the pan along with three tablespoons of water. Add in peanut butter, sugar, garlic, and coconut milk. Add soya sauce and mix well. Keep stirring until it forms a sauce consistency. Serve the peanut satay sauce hot with the chicken.

Note: I made the mistake of pre cooking the chicken. When I tried to re-heat it I really burned the bottom of the chicken, I blame the oven for that one J

Main course

Baked Chicken Mozzarella

2 chopped garlic cloves

1 can crushed tomatoes

½ tsp dried basil

¼ tsp oregano

3 chicken fillets cut into cubes

¼ tsp brown sugar

2 tsp black pepper

3 tbsp wholegrain mustard

1 tsp vinegar

¾ cup of breadcrumbs

1 cup of mozzarella cheese

3 tbsp melted butter

Heat the garlic and oil together over a medium high heat until the garlic starts to sizzle. Stir in tomatoes, basil, oregano, sugar and pinch of pepper. Bring to a simmer. Continue to simmer until sauce thickens this will take 10-12 minutes approximately. Taste sauce, adjust seasoning if required, cover and keep warm.

Preheat oven to 180 degrees. Whisk together mustard, vinegar and pepper in a large bowl; add chicken pieces, tossing to coat well.

In a separate bowl, mix together bread crumbs cheese and melted butter. Transfer to a shallow plate. Pop in the chicken pieces and cover them with the breadcrumb mixture. Place on an oven baking sheet. Place in the middle of the oven and cook until golden brown and cooked through, approx. 30 minutes.

Serve with boiled pasta ladle over the sauce.

Note: I served this chicken dish with boiled potatoes with melted butter and a dash of sweet chilli sauce, on reflection potatoes really do not compliment the dish and pasta would be a better fit. Be careful when heating the garlic there is a fine line between soft and burned...I learnt the hard way.

Desert

Chocolate and Pine Nut Roulade

20g pine nuts

110g melted butter

225g icing sugar

75g melted milk chocolate

1tbsp boiling water

4 eggs

11g brown sugar

110g self-raising flour

25g hot chocolate

Mix the icing sugar and butter in a bowl, keep stirring until it is fully mixed. Add icing sugar, water and melted chocolate. Keep in the same bowl and cover with cling film. (This will be used for the filling and coating the outside of the roulade).

Place grease proof paper on a baking sheet, pre-heat oven to 180 degrees. In mixing bowl beat eggs and sugar. It should become light and aerated. Gently fold in flour and hot chocolate with a metal spoon.

Pour the mixture into the prepared tin. Ensure the mixture is evenly spread over the tin, tilt it from side to side and use the back of a spoon. Place into the middle shelve of the oven.

Bake for 20 minutes until the sponge is well risen and springy to touch. This should then be taken out of the oven, carefully prise it away from the grease proof paper and let cool down.

Take out the butter icing and spread it on one side of the sponge and sprinkle on some pine nuts. Gently and evenly roll the sponge from the longest side.

Spread the remaining butter icing on the outside of the roulade. Decorate with the pine nuts. I got a handful and dabbed them onto the sides.

Bon appetite!

Note: I cooked this the night before and it was perfect the next day, it also relieved a bit of pressure. Milk chocolate can be substituted for dark chocolate. Personally, I prefer milk chocolate although dark chocolate gives it a better richer colour. I served this with vanilla ice cream and strawberries.