The technology of deceiving viewers is very simple and unpretentious.: objectionable words are cut out, and paid words are left. And we believe it! This impudent deception has been going on for many years, because for some reason no one is punished for it ...
And whose ears are sticking out? .. or "Games that people play"
Antonina Borovleva
Why don't you tell me about how I starred in a TV show on TVC about vaccinations? Why not tell? Moreover, this article (unlike the TV show “Oh, these kids” in the talk show “DOCTORS” dated September 28, 2010 on TVC) will be released without cuts.
Perhaps I would not have engaged in this graphomania, if not for one but ...
Colleagues at work (homeopathic doctors) unanimously refused the "honorary" mission to speak in a television program about vaccinations. Everyone had their own the serious reason. Someone could not because of employment, and someone for the reason that they had already been in such a “remake”, and decided not to participate in this anymore, since the final was always like a “carbon copy”.
Artfully crafted cuts of footage completely killed that message (as it is customary to express it in marketing slang, and in Russian speaking - the idea) that the homeopathic doctor was trying to convey to the viewers, trying in vain to tell people the bitter truth about vaccinations ...
Instead of the cut-out shots of the poor homeopath, against the background of his at best wandering smile (Jesuitically thinly inserted in the most inappropriate place) with a wide brush and already without cuts, a convincing story was drawn, woven from the opinions of the medical establishment about the necessity, importance, safety, historical significance of vaccinations.
What remained in the minds and hearts of viewers after watching such a program? Correctly! An unconvincing image of a homeopathic doctor, who was unfoundedly opposed to vaccinations, who didn’t really say anything smart, and an artfully formed conviction that vaccinations are “power”!
And none of the viewers will ever guess that there was so much information behind the scenes that everyone who filmed the program had something to think about ...
The power of television is hard to overstate. It reliably churns out opinions in the right manner, and this technology is “rolled back” and flawless ...
Do you remember what V. Pelevin said about multimedia marketing? Its goal is “to lay a furrow in the mind of the viewer, along which he could think further, deepening it with every movement of thought…”.
The required depth and direction of the furrow is determined by the financial interests of the TV show sponsor.
Being aware of everything that was happening, I, like my colleagues, for a long time denied the proposed “honorary mission” also because I knew too well the kitchen of the formation public opinion and all its manipulative technologies.
Where?
Unfortunately, once, due to the miserable medical salary and the prevailing circumstances, I had to work in the pharmaceutical business for almost ten years (first as a medical representative, then as a regional manager, and then as a marketing department manager) ...
Therefore, when the program editor began to actively convince me that they were calling me for an independent program, and there was no sponsor (and, accordingly, there would be no censorship), I could not believe her, hinting that the federal channel, there must be at least federal censorship...
In the end, I agreed to filming, but not because of the sudden confidence in the editor of the program, but simply because my conscience stubbornly and qualitatively reminded me of itself, haunting ... Well, at least someone should try to break through this wall of silence , silence, active concealment of the truth about vaccinations! Even if it's a fight windmills, and an absolutely hopeless task ...
Somewhere inside, hope wandered: “What if it’s really uncensored?”. And I went to the TV show like a lamb to the slaughter.
Since my entire speech on the TV show “Oh, these kids” in the TV show “DOCTORS” about the harmful effects of vaccinations was mainly based on arguments and facts, the editors of the program had no choice but to cut them out, leaving only videos with no castrated arguments of the opponent, as well as shots with my smile and "emotional stories" from life.
But for any thinking person in such difficult question, like vaccinations, which causes a huge amount of controversy, there must be at least some kind of argumentation, otherwise what are all these emotions worth?
Here is such a sweet and unpretentious censorship.
On the one hand, the TVC makes a democratic gesture and invites experts to speak both “FOR” and “AGAINST” vaccinations, but at the same time in a way imperceptible to viewers at the right moments, he simply closes the mouth of those who are “Against”.
A win-win scenario, the main thing is that no one looks into the kitchen at the time of preparing this beautiful dish that the viewer should eat ...
And now a little more about what thoughts “splashed out” for the frame of the broadcast of the program “DOCTORS” on September 28, 2010.
1. I tried to convey to the audience of the hall (that’s who won’t let you lie, because I heard everything I said, and not just what was left in the “cut”), information that Vaccines deplete the immune system.
The opinion of the oncoimmunologist Professor V.V. Gorodilova (her open letter posted on the Internet) that the ongoing post-vaccination period (with such an intensive vaccination schedule) is often the cause of the formation of immunodeficiency and even cancer in children.
I talked about the fact that such children with weakened immune systems, as a rule, make up the category of often ill, and endless courses of antibiotics do not add to their health at all, which is why their mothers try to turn to alternative medicine.
2 . I talked about the fact that vaccination of newborns is irresponsible madness, because in babies the immune system is still immature, and it begins to function within some "norm" only after six months, and that the child needs to be allowed to adapt, mature, and doctors to study his immune status ( for immunodeficiency) before being introduced with vaccinations.
3. After my opponent objected that getting neurotoxic salts of mercury and aluminum (contained as a preservative in vaccines) into our body is complete nonsense compared to what we get with food, I had to remind doctors that different routes of entry poison in the body have different effects.
It is one thing when the poison passes through the internal barriers of the body to neutralize toxins, and quite another when poison is injected directly into the blood bypassing these stages (nature did not foresee that salts of heavy metals would be injected into the blood of babies, so it did not have time to build evolutionary methods of protection against this disaster ...).
4. I talked about the connection between vaccination and the increase in autism among children, cited US statistics that if in 1950 (when the national calendar consisted of only four vaccinations) autism developed in only one child out of 10,000, today autism affects one in 100 boys and one in 400 girls.
Unfortunately, this information was cut out, like many other things.
Viewers never learned that the neurotoxic effects of mercury salts in vaccines are similar to those of Alzheimer's disease and autism.
And since the male sex hormone testosterone increases the neurotoxicity of mercury, this explains why there are four times as many boys who get autism as a result of vaccines than girls.
5. I also talked about the fact that, in addition to salts of heavy metals, viruses, bacteria, protozoa, fungi penetrate into vaccines during their preparation.
That many batches of vaccines are contaminated with mycoplasma infection(which is very dangerous, because mycoplasmas can cause autoimmune diseases), avian leukemia virus (oncogenic virus).
6. I talked about the fact that our poor polyclinic doctors, tortured by huge appointments, have absolutely no knowledge of clinical immunology (because, firstly, they medical institutes did not teach such a discipline, and, secondly, from fatigue they do not have a desire to study it).
For this reason a pediatrician cannot be an expert on vaccinations. From all this thought, the phrase remained in the "cutting": "doctors do not have a desire to study this topic."
I tried to convey the idea that before taking a child for vaccinations, parents should at least consult the baby with a specialist - an immunologist in order to avoid post-vaccination misfortunes.
(On my own behalf, I’ll add - from an independent immunologist, if there are still any. Because, for example, the immunologist of our clinic just started to intimidate me, and when I convincingly proved my case and offered to bring materials, this lady leaned back in her chair and, waving her hand, cynically stated the following: - Yes, we know all this, but we have an order from the ministry. Why would you order me to fly out of my chair because of you? (N. Dmitrieva)
7. The episode with statistics data was arranged in a very funny way. In response to my assertion that we do not have proper statistics on vaccination complications (I meant the availability of these data), the opponent’s opinion was given that such statistics are available in a special institute that collects these data. However, as far as I remember, the next clarification of the opponent that these statistics are not available was cut off by the editors of the TV program as unnecessary and inconsistent with the planned scenario.
8. When it comes to scary diphtheria outbreak, I gave an example of how ordinary anti-epidemic measures can be successful using the example of Poland (it was they who prevented the spread of diphtheria from Ukraine to Poland, while in Russia the authorities desperately and unsuccessfully tried to solve the problem of “maximum vaccination coverage”).
What followed was a very funny episode. My opponent was asked if she was vaccinated. It turned out that in childhood she was often sick, and for this reason she was not vaccinated (like her sister), because of which she had to get whooping cough, the memories of which stuck in her memory for life. To the question: “Did your sister get sick too?” the answer was: "No, she was isolated from me."
I tried to draw attention to this vivid example of the effectiveness of banal anti-epidemic measures, but the editors "stabbed" the entire filmed episode(probably as inappropriate "to the direction and depth of the grafting furrow being laid in the minds of the viewer") ...
9. The opponent went on to say that our national immunization calendar is not as big as in other countries. She also lamented that parents who do not vaccinate a child deprive him of his internationally recognized right to be protected from infections.
I tried warn against blind faith in the goodness of international organizations rights, and gave the example of the northern states of Nigeria, which boycotted polio vaccination in 2004, suspecting the WHO of a sterilization campaign.
Research carried out at the time found that this vaccine was capable of causing infertility because it contained estradiol(the main and most active female sex hormone), and during vaccination, the body produced antibodies to this hormone.
I was promised not to cut this episode when I left the TV studio, but it was destroyed, like the other one: in 2007, Ukrainian media leaked information that mass vaccination against measles and rubella in Ukraine is a covert campaign to reduce the population.
One of the sponsors of this “humanitarian vaccine” for Ukraine was a private foundation founded by the American billionaire Ted Turner (widely famous for his fight for abortion and birth control in third world countries).
10. The finale of the filming of the program was emotionally exciting, but it also did not enter the "cutting". The TV presenter asked me: “Could you give a guarantee to the mother of an unvaccinated child that her child will not get sick and will not die from an infection if he has not been vaccinated?”
I had to answer the question with a question: “Could you give a guarantee to the mother of the vaccinated child that he will not suffer from this vaccination and will not become disabled?” There was no answer to my question.
After the broadcast went on the air, I wrote a letter to the editor, who persuaded me to do this video filming, and expressed to her my “non-positive” attitude about censorship on the TV channel. In response, I received a letter saying that “it is impossible to broadcast a 40-60 minute conversation with one doctor”, and also that my “speculation about some kind of censorship about vaccinations is more than a delusion” .
By the way, realizing that cutting frames is inevitable, because there really is not enough time for the program to fully demonstrate the footage, even at the stage of negotiations before the TV shooting with the editor, I asked for my presence during the formation of the final version of the video (so that the emphasis of my speech would not be shifted) , but they refused me, promising that everything would be fine. But as it turned out, the concept of what is "good" is different for everyone ...
The letter also urged me not to fight windmills and directly hinted: "You greatly exaggerate the significance and sensationalism of your speech."
I had to answer: “I had the opportunity to tell the bitter truth about vaccinations, but you cut off all the arguments that were given (which my opponent did not), and I, as a former marketer, understand well why ... God be your judge.
Persuasive arguments could have sounded in your program, and if they had gone on the air, perhaps innocent children would have been saved from complications, because their mothers at least think about what they inject their children. Let it remain on your conscience.
The response message sounded already human: “Antonina, I myself am personally against vaccinations, since I personally suffered from them when I was in the hospital, and having had the virus from which I was vaccinated in kindergarten without the knowledge of my parents. And I am against vaccinations for newborns in the hospital. But that's my personal opinion. It may not coincide with the opinion of the program manager, and even more so with the opinion of our leading doctors.
But again, this has nothing to do with censorship. It's just that each program has an ideological leader (editor-in-chief, directors, producer), their professional right to approve and limit the range of topics, to work on editing. Neither you nor I have the authority and ability to decide this for them, even with our great desire.
It's that simple. “They have the right to restrict”… Of course, the one who pays orders the music. Who do you think pays for this case? Whose ears are sticking out of the new program that actualizes the topic of vaccinations in the current 2010? Can't you guess? And don't... Why do you need to know now.
THE WORK OF LAYING THE ROLLEY IN YOUR BRAIN IS GOING SILENTLY AND PLANNED, YOU DO NOT HAVE TO GUESS ABOUT THIS ...
This rut gets deeper and deeper with each such program, and when the conviction that “vaccinations are power” reaches the right degree, you will again slip another idea about the need to be vaccinated with some new vaccines (for example, against chicken pox, hepatitis A, etc.).
And even better, bring the degree of public opinion to the point where it will be possible to accept new law which will make vaccinations mandatory in Russia. Wow, how many vaccines can be bought into the country then!
This is such a game...
The only pity is that our children are involved in it ... God knows, they are not to blame for anything! And, if TVC had a real desire to show both points of view on this problem (and not “cut” the necessary personnel to create a springboard for public opinion in order to replenish the national vaccination calendar or tighten current legislation), then many viewers would have a chance to at least find out what their children are being injected with.
Borovleva Antonina - homeopathic doctor.
From birth, the baby begins to accumulate a passive vocabulary. Therefore, from the very first days, it is already possible and necessary to talk with the baby and conduct targeted games - exercises in this direction. This is very important for further development active speech of the child.
1 month
What are you crying about?
When a baby cries, he wants to tell us something. Try to understand the baby, ask: “Do you want to eat?”, “Do you want to go to your mother?”.
Sponges - tongues
By the end of the month, the baby will already be able to copy the simplest movements of adults: move his lips, open - close his mouth, make his lips a tube, show his tongue, move it.
Item names
Take the child in your arms and walk around the apartment with him. Draw the baby's attention to various objects and clearly name them: a window, a picture, a table, a mirror, etc. This exercise will contribute to the development of the conceptual apparatus of the baby.
affectionate conversations
Affectionately and gently talk to the baby, trying to evoke a response - a smile, the first coo.
human sounds
Talk to your baby using sounds - buzz, snort, whistle, hiss, murmur, tinkle, click, etc.
On a high wave
Talk to your child, changing intonation (questioning, affirmative, ironic, doubtful, enthusiastic, etc.), intensity (loud, soft, whisper) and pace of speech (slow, fast, with stops).
Singing sounds
Bend over the baby and sing vowel sounds to him, while articulating clearly with your lips: ah-ah (mouth wide open), oh-oh-oh (rounded mouth), woo (lips with a tube), etc. Soon the baby will join you and will repeat the sounding sounds after you.
sweet talk
Sit comfortably, bend your legs. Place the baby on your lap and have a nice chat: tell the child about how you met his dad, about the composition of your family, about what you love, about your plans, etc.
sound echo
Sing to your baby a pair of sounds "Aaa - Oooh", "Oooh - I-i-i." Stop after each sung sound, inviting the baby to repeat after you.
My name
Bend over the baby and call the baby by name. Step back and call again. Stand to the left of the baby, and then to the right and call the baby by name again, prompting him to look for you with his eyes.
Gymnastics for lips
Give your baby a massage around the mouth. Then move the child's lips: lift the upper lip up, lower the lower lip down, press lightly on the cheeks so that the lips form a tube, etc.
Teach your baby to say "aha". Tell him, "Say uh-huh." "Say gee-gee." "Say agp-ga", etc. During the lesson, stimulate sound interaction - stroke it on the cheeks, chin, eyebrows.
Whose ears?
Lay the baby on the sofa and sit next to him. Talk affectionately to the baby, gently touching the named parts of the body and face:
Whose ears?
Arinins.
Whose eyes?
Arinins.
Whose legs?
Arinins.
Whose pens?
Arinins, etc.
La-la-la instead of songs
Bending over the baby, sing one affectionate song to folk music: Russian, Ukrainian, Belarusian, etc. Sing without the text "on la-la." Pause and repeat this song again.
First dialogue
Somewhere after two months, children appear cooing - a melodious and expressive pronunciation of vowels [a, y, s], often in combination with consonants [g, m] - agu, gu-gu. Be sure to answer your baby by imitating him. And then the baby will gladly enter into a dialogue with you.
Audio recordings
Young children are able to pick up and distinguish many sounds. But over time, due to lack of demand, children lose this ability. Include for children records with the sounds of nature, bird voices, as well as folk songs, children's songs in Russian and English language.
Yes Yes Yes
Sing a song to the baby, gently stroking the baby's arms, legs, neck, tummy with a piece of fur:
Yes, yes, yes, I sing
Arina's song.
ABC
Hang a poster with the alphabet on the wall. Bring the baby to the poster and, pointing to the letters, sing the alphabet: A-B-C-D-D, etc.
subject pictures
Hang subject pictures throughout the apartment. Take the baby in your arms and, “walking” around the apartment, bring him to the illustrations and in a calm, clear voice name the depicted objects: flowers, a ball, a sofa, etc.
In front of the mirror
Bring the baby to the mirror and clearly articulate, pronounce individual sounds and syllables. The kid will watch you in the mirror and try to imitate you.
Our ears are not
The baby lies on his back. Lean over him and say:
There are no our ears (cover the child's ears with your palms). Here they are (open ears).
There are no our cheeks (cover the child's cheeks with your palms). Here they are (open cheeks).
There is no our nose (cover the child's nose with your palms). Here it is (open spout), etc.
Story about you
In a serious business tone, tell the baby about himself: how he lived in the tummy, how he was born, how he learned to hold his head, how he washed, how he ate, how you worked with him, etc.
My body
The baby lies on his back. Take his hands in yours and tap them on the named parts of the body and face of the child.
We will knock on the cheeks:
Knock, knock, knock, knock.
We will knock on the chest:
Knock, knock, knock, knock.
We will knock on the handles:
Knock, knock, knock, knock.
We will knock on the legs:
Knock, knock, knock, knock.
Sponges slap-slap-slap
Lay the baby on your lap with the legs towards you. And play with his lips: pull the chin down, lowering the lower jaw and returning it back. In this case, the sponges will make a light cotton. Speak syllables as if for a child: ba-ba-ba, ma-ma-ma, ha-ha-ha, etc.
Quiet - Loud
Bend over the child and pronounce or sing the syllables in a loud or quiet voice: MA - ma, BA - ba, GA - ha, Tata, etc.
Rain outside the window
When it's raining outside, bring your baby to the window. Say that it's raining, droplets drip "drip-drip-drip." Tell a poem:
Rain-rain - drip-drip-drip,
Ding dong down the road.
We can't go for a walk
We'll get our feet wet.
5 month
Quiet - quiet - silence
Place your baby on your stomach so that your faces are opposite each other. Swing slightly with the baby from side to side and in a quiet voice recite the poem:
Quietly, quietly sleeping hedgehog
Hush, hush doze the mice.
Don't scream too loud
They rocked the teddy bear.
(V.Ignatiev)
Where is mother's nose?
The baby lies on his back. Ask: "Where is mother's nose"? Take his hand in yours and touch it to your nose. Then ask: “Where is ... (child's name) spout?”. Touch the child's nose to his nose. In the same way, ask the baby about your and his eyes, cheeks, hands, etc.
animal pictures
Hang animal illustrations around the apartment. Bring the baby to them and call them in a clear voice, voice their voice: “This is a cat. Meow meow. This is a dog. Woof - woof ", etc.
Where is the clock?
There are many attractive things in the house for the child, for example Wall Clock. Bring the baby to them, show and say: "This is a watch." Next time ask your child, "Where is the clock?" If the baby finds it difficult to find them, show them again.
You can tell the child a poem about the clock:
There is a clock on the wall
All day they knock:
Tick tock, tick tock
Tick tock, tick tock.
In the same way, teach your baby to connect with objects that are meaningful to him and sounding words.
Clap your hands
Place the baby on your lap, take his hands in yours, clap them and say:
Baby knows how to clap
He does not spare his hands.
Like this, like this, like this
He does not spare his hands!
Shel ram
Build imaginary mountains out of pillows. Pick up soft toy lamb. Tell the sitalka and depict how the lamb "walked through the steep mountains":
The ram walked through the steep mountains,
Pulled out the grass, put it on the bench.
Whoever takes it will go out.
Hide the lamb on the last line. And then start the game over.
fox lost its tail
Take a piece of fur that can serve as a fox tail. Tell your child a nursery rhyme, while either showing him the “fox tail”, then stroking them.
The fox ran through the forest
The fox has lost its tail.
... (child's name) went to the forest,
Found a fox tail.
The fox came early
... (child's name) brought berries,
Red tail asked to give.
Good morning
When the baby wakes up in the morning, tell him the poem "Good morning!":
I rise with the sun
I sing along with the birds:
- Good morning!
- Happy clear day! -
That's how nice we sing!
(E.Blaginina)
At the end of the poem, hug and kiss the baby and say: “ Good morning, ... (child's name).
Magpie - white-sided
Take the child's hand in yours. index finger drive in a circular motion along the child's palm, touching each finger of the child in turn:
- Magpie-white-sided! Where was?
- Far!
- What did you do?
- Cooked porridge, fed the children.
Gave it to (stroke the little finger),
Gave it to (stroke the ring finger),
I gave it to (stroke the middle finger),
Gave it to (stroke your index finger),
But she didn’t give it (rub your thumb).
You didn’t carry firewood, you didn’t heat the stove!
In search of games about animals, I saw a picture on the Internet where ears are applied to cards with images of animals - geometric figures. I liked this idea! The game is overseas, whether it is sold here or not, I don’t know, so I decided to do it myself. I got even more animals and more diverse geometric shapes. I suggest that you make your kids such a useful fun!
How to play? There are only 12 cards in the game with images of faces of different animals. The task of the child is to choose the right ears - geometric figures. These are circles, semicircles, triangles and ovals. But not everything is so simple, there are three of each type - different color. Here the baby must also choose the right color. Here is the task for you - both geometric figures and colors, moreover, not primary colors, but shades of primary colors, because animals are not just one color. During the game, you can also remember what these animals are called, what geometric shapes the ears are.
How to do? As always, everything is very simple! Print three sheets of a PDF document on thick paper. Two sheets are cards with animal faces - they are better. The size of one card is 9 by 9 cm. The third sheet is blanks for the ears. Ears need to be made double-sided. To do this, you will see details of the same color on the sheet - geometric figures are the ears themselves, and a rectangle of the same color for the reverse side. Stick them on top of each other with the non-colored side inward. Let dry in the sheets of a thick book. and cut out according to the figure's office.
For storage, you can sew a small bag with a tightening rope.
Write if your children liked this game?
Continuing to disassemble my favorite boxes with games, I stumbled upon an undeservedly forgotten game about ears)
Game time: 5-10 minutes
Regarding age, my opinion is that for 12 year olds, HABA offers more Interesting games, at least my 12-year-old daughter ignores the game of ears, preferring other logical ones, as well interactive games this manufacturer)
I think this game will be interesting from 3-7 years old (well, this is my subjective opinion)
Pictures depicting animals are very strong and large (the side of the square is 10 cm).
The ears themselves are made of wood (beech), painted with non-toxic paints.
The game has several options, the first, the simplest, for the smallest (mine himself takes out a box and lays out the ears according to the desired pictures). Something in between puzzles and a sorter)))
The point is to lay out cards with the image of animals on the table and pulling the ears out of the bag, find their owner. If the tab is not correctly attached the first time (for example, the triangular tab is not rotated to match the hole for it on the card), it is tucked back into the pouch, etc.
There are several variants of the game in the rules, the cards can be distributed equally among the players, and whoever correctly lays out "his" ears first, wins, etc. But we put them all on the table and lay them out according to our system (the main game is not even three years old, so we have our own rules)) There are also blue ears in the set, which at first introduced the child into a stupor, the change of emotions-surprise and bewilderment-amused me for several days, until the child realized that the blue ears did not need to be attached, but immediately put back into the bag. A misfire came out))))
This is what the winning ending of this game looks like))
He quickly mastered the simplest option with unfolding the ears, then I came up with my own version of the game - "confusion" (its manufacturer does not offer, but does not forbid me to upgrade this game myself, which I used))
I take out my ear and put it on the wrong animal, and then our dialogue:
Me: "On you, donkey, pink ear!"
Son: "Nah, mom, you're doing it wrong, it's a bunny's ear"
Me: "Well, son, it fits the shape"
Son: "But it's not right...."
And I want arguments and arguments, so I continue)
I take, for example, a triangular orange ear, which suits several animals in shape (cat, fox, pig), and only one animal (cat) in color, and our dialogue is repeated until I hear the child’s reasoned argument that this ear does not fit pig or chanterelle BY COLOR))
I really like how he emotionally convinces me that I am wrong in my choice of ears. I think that it is from this early age it is possible (and necessary) to teach a child to express and defend his opinion, to be able to convey his position calmly and reasonably)
Could this be an extra skill in life?)))
The game is interesting, colorful and practical. The child may well occupy himself for a while by himself, pulling the ears out of the bag and putting them in their places) The box is small, you can easily take it with you on trips)
I have three children and a huge number board games)) Here I share about HABA games and not only))
