Sunday, September 14, 2008
Tuesday, September 2, 2008
She truly is the real deal.
The excitement is growing. She's the real deal -- very, very smart, accomplished, results-oriented, and a totally self-made woman who never set out to "make it" so much as found herself compelled to fix what was wrong, change what needed changing, and hold people to account.
Sarah Palin is no Hillary Clinton. And that's a good thing.
I honestly believed it would take at least another decade for Republicans to put a woman in the White House. Democrats almost did it with Hillary, but let's be fair. For all of her experience and fame, Senator Hillary Rodham Clinton would not be where she is today were it not for the fact that she was married to Bill Clinton. Governor Sarah Palin is where she is today 100% on her own merit. No family business or political connections, no rich daddy, no powerful and well-connected husband -- This is all hers.
The Palin example is a true feminist example -- the perfect model in it's purest form before left-wing radicals hijacked the 'feminist' moniker. And the great thing is, the GOP's vice-presidential candidate didn't have to walk, talk, dress or act like a man to get there. She didn't need to be a part of the old boy network. Sarah Palin busted up the corrupt political machine in Alaska and brought honesty and integrity back to her party and her government. She's accomplished more in two years as governor than others did in more than a decade.
Palin brought about real reform and real change by fighting and beating corruption, while Barack Obama built his political career by learning how to "play ball" with the corrupt Chicago political machine in order to further his career so that he could merely talk about change in lofty speeches.
The McCain/Palin ticket is a sharp contrast to the Obama/Biden ticket. The Republican team walks the walk and has a long and solid record of getting things done. Obama, as we know, can give a good speech. And Joe Biden can talk, and talk, and talk.
I can't wait for the debates!
Sarah Palin is no Hillary Clinton. And that's a good thing.
I honestly believed it would take at least another decade for Republicans to put a woman in the White House. Democrats almost did it with Hillary, but let's be fair. For all of her experience and fame, Senator Hillary Rodham Clinton would not be where she is today were it not for the fact that she was married to Bill Clinton. Governor Sarah Palin is where she is today 100% on her own merit. No family business or political connections, no rich daddy, no powerful and well-connected husband -- This is all hers.
The Palin example is a true feminist example -- the perfect model in it's purest form before left-wing radicals hijacked the 'feminist' moniker. And the great thing is, the GOP's vice-presidential candidate didn't have to walk, talk, dress or act like a man to get there. She didn't need to be a part of the old boy network. Sarah Palin busted up the corrupt political machine in Alaska and brought honesty and integrity back to her party and her government. She's accomplished more in two years as governor than others did in more than a decade.
Palin brought about real reform and real change by fighting and beating corruption, while Barack Obama built his political career by learning how to "play ball" with the corrupt Chicago political machine in order to further his career so that he could merely talk about change in lofty speeches.
The McCain/Palin ticket is a sharp contrast to the Obama/Biden ticket. The Republican team walks the walk and has a long and solid record of getting things done. Obama, as we know, can give a good speech. And Joe Biden can talk, and talk, and talk.
I can't wait for the debates!
Govern Sarah Palin selected by Presidential Candidate McCain to be Vice President.
Governor Sarah Palin of Alaska has been selected as John McCain’s choice for Vice Presidential nominee of the Republican Party. Governor Sarah Palin recently gave birth to her son who has Down syndrome. The Palins knew before their son’s birth that he would have Down syndrome.
Below are tips for the proper use of language for ‘Down syndrome’. The National Down Syndrome Society and the National Down Syndrome Congress encourages all media to use the below language:
· Down vs. Down’s. NDSS and NDSC use the preferred spelling, Down syndrome, rather than Down’s syndrome. While Down syndrome is listed in many dictionaries with both popular spellings (with or without an apostrophe s), the preferred usage in the United States is Down syndrome. This is because an “apostrophe s” connotes ownership or possession. Down syndrome is named for the English physician John Langdon Down, who characterized the condition, but did not have it. The AP Stylebook recommends using “Down syndrome” as well.
· People with Down syndrome should always be referred to as people first. Instead of “a Down syndrome child,” it should be “a child with Down syndrome.” Also avoid “Down’s child” and describing the condition as “Down’s,” as in, “He has Down’s.”
· Down syndrome is a condition or a syndrome, not a disease.
· People “have” Down syndrome, they do not “suffer from” it and are not “afflicted by” it.
· It is clinically acceptable to say “mental retardation,” but you may want to use the more socially acceptable “cognitive disability” or “cognitive impairment.”
Down Syndrome Myths and Truths
Myth: Down syndrome is a rare genetic disorder.Truth: Down syndrome is the most commonly occurring genetic condition. One in every 733 live births is a child with Down syndrome, representing approximately 5,000 births per year in the United States alone. Today, more than 400,000 people in the United States have Down syndrome.
Myth: People with Down syndrome have a short life span.Truth: Life expectancy for individuals with Down syndrome has increased dramatically in recent years, with the average life expectancy approaching that of peers without Down syndrome.
Myth: Most children with Down syndrome are born to older parents.Truth: Most children with Down syndrome are born to women younger than 35-years-old simply because younger women have more children. However, the incidence of births of children with Down syndrome increases with the age of the mother.
Myth: People with Down syndrome are severely “retarded.”Truth: Most people with Down syndrome have IQs that fall in the mild to moderate range of intellectual disability (formerly known as “retardation”). Children with Down syndrome fully participate in public and private educational programs. Educators and researchers are still discovering the full educational potential of people with Down syndrome.
Myth: Most people with Down syndrome are institutionalized.Truth: Today people with Down syndrome live at home with their families and are active participants in the educational, vocational, social, and recreational activities of the community. They are integrated into the regular education system and take part in sports, camping, music, art programs and all the other activities of their communities. People with Down syndrome are valued members of their families and their communities, contributing to society in a variety of ways.
Myth: Parents will not find community support in bringing up their child with Down syndrome.Truth: In almost every community of the United States there are parent support groups and other community organizations directly involved in providing services to families of individuals with Down syndrome.
Myth: Children with Down syndrome must be placed in segregated special education programs.Truth: Children with Down syndrome have been included in regular academic classrooms in schools across the country. In some instances they are integrated into specific courses, while in other situations students are fully included in the regular classroom for all subjects. The current trend in education is for full inclusion in the social and educational life of the community. Increasingly, individuals with Down syndrome graduate from high school with regular diplomas, participate in post-secondary academic and college experiences and, in some cases, receive college degrees.
Myth: Adults with Down syndrome are unemployable.Truth: Businesses are seeking young adults with Down syndrome for a variety of positions. They are being employed in small- and medium-sized offices: by banks, corporations, nursing homes, hotels and restaurants. They work in the music and entertainment industry, in clerical positions, childcare, the sports field and in the computer industry. People with Down syndrome bring to their jobs enthusiasm, reliability and dedication.
Myth: People with Down syndrome are always happy.Truth: People with Down syndrome have feelings just like everyone else in the population. They experience the full range of emotions. They respond to positive expressions of friendship and they are hurt and upset by inconsiderate behavior.
Myth: Adults with Down syndrome are unable to form close interpersonal relationships leading to marriage.Truth: People with Down syndrome date, socialize, form ongoing relationships and marry.
Myth: Down syndrome can never be cured.Truth: Research on Down syndrome is making great strides in identifying the genes on chromosome 21 that cause the characteristics of Down syndrome. Scientists now feel strongly that it will be possible to improve, correct or prevent many of the problems associated with Down syndrome in the future.
For more information visit: www.ndss.org or www.ndsccenter.org
Below are tips for the proper use of language for ‘Down syndrome’. The National Down Syndrome Society and the National Down Syndrome Congress encourages all media to use the below language:
· Down vs. Down’s. NDSS and NDSC use the preferred spelling, Down syndrome, rather than Down’s syndrome. While Down syndrome is listed in many dictionaries with both popular spellings (with or without an apostrophe s), the preferred usage in the United States is Down syndrome. This is because an “apostrophe s” connotes ownership or possession. Down syndrome is named for the English physician John Langdon Down, who characterized the condition, but did not have it. The AP Stylebook recommends using “Down syndrome” as well.
· People with Down syndrome should always be referred to as people first. Instead of “a Down syndrome child,” it should be “a child with Down syndrome.” Also avoid “Down’s child” and describing the condition as “Down’s,” as in, “He has Down’s.”
· Down syndrome is a condition or a syndrome, not a disease.
· People “have” Down syndrome, they do not “suffer from” it and are not “afflicted by” it.
· It is clinically acceptable to say “mental retardation,” but you may want to use the more socially acceptable “cognitive disability” or “cognitive impairment.”
Down Syndrome Myths and Truths
Myth: Down syndrome is a rare genetic disorder.Truth: Down syndrome is the most commonly occurring genetic condition. One in every 733 live births is a child with Down syndrome, representing approximately 5,000 births per year in the United States alone. Today, more than 400,000 people in the United States have Down syndrome.
Myth: People with Down syndrome have a short life span.Truth: Life expectancy for individuals with Down syndrome has increased dramatically in recent years, with the average life expectancy approaching that of peers without Down syndrome.
Myth: Most children with Down syndrome are born to older parents.Truth: Most children with Down syndrome are born to women younger than 35-years-old simply because younger women have more children. However, the incidence of births of children with Down syndrome increases with the age of the mother.
Myth: People with Down syndrome are severely “retarded.”Truth: Most people with Down syndrome have IQs that fall in the mild to moderate range of intellectual disability (formerly known as “retardation”). Children with Down syndrome fully participate in public and private educational programs. Educators and researchers are still discovering the full educational potential of people with Down syndrome.
Myth: Most people with Down syndrome are institutionalized.Truth: Today people with Down syndrome live at home with their families and are active participants in the educational, vocational, social, and recreational activities of the community. They are integrated into the regular education system and take part in sports, camping, music, art programs and all the other activities of their communities. People with Down syndrome are valued members of their families and their communities, contributing to society in a variety of ways.
Myth: Parents will not find community support in bringing up their child with Down syndrome.Truth: In almost every community of the United States there are parent support groups and other community organizations directly involved in providing services to families of individuals with Down syndrome.
Myth: Children with Down syndrome must be placed in segregated special education programs.Truth: Children with Down syndrome have been included in regular academic classrooms in schools across the country. In some instances they are integrated into specific courses, while in other situations students are fully included in the regular classroom for all subjects. The current trend in education is for full inclusion in the social and educational life of the community. Increasingly, individuals with Down syndrome graduate from high school with regular diplomas, participate in post-secondary academic and college experiences and, in some cases, receive college degrees.
Myth: Adults with Down syndrome are unemployable.Truth: Businesses are seeking young adults with Down syndrome for a variety of positions. They are being employed in small- and medium-sized offices: by banks, corporations, nursing homes, hotels and restaurants. They work in the music and entertainment industry, in clerical positions, childcare, the sports field and in the computer industry. People with Down syndrome bring to their jobs enthusiasm, reliability and dedication.
Myth: People with Down syndrome are always happy.Truth: People with Down syndrome have feelings just like everyone else in the population. They experience the full range of emotions. They respond to positive expressions of friendship and they are hurt and upset by inconsiderate behavior.
Myth: Adults with Down syndrome are unable to form close interpersonal relationships leading to marriage.Truth: People with Down syndrome date, socialize, form ongoing relationships and marry.
Myth: Down syndrome can never be cured.Truth: Research on Down syndrome is making great strides in identifying the genes on chromosome 21 that cause the characteristics of Down syndrome. Scientists now feel strongly that it will be possible to improve, correct or prevent many of the problems associated with Down syndrome in the future.
For more information visit: www.ndss.org or www.ndsccenter.org
Sunday, August 24, 2008
Sunflower Fair September 20th in La Porte
Eta Eta chapter of PIX has an annual basket raffle on the Saturday of the Sunflower Fair. Each of the ladies gathers items that fit their theme basket. This year we have eleven baskets! Each year we get more and more creative. We were able to obtain our raffle license from the state and were able to keep the fair market value of our baskets under $1000.00. Now just pray for sunshine on the day of the sale. We are also lucky enough to have one of our local banks, La Porte Savings Bank that supports us two days prior to the Sunflower Fair by having our baskets displayed in the bank. These two days of sales last year were outstanding and made our profits very nice. Right after the Saturday sales we begin to collect items for next year. We know how to watch for the after holiday sales! If any other chapter has any questions - just post a note and I will be glad to get back to you.
Saturday, August 23, 2008
My Passion for PIX and Speech Pathology
My love of my profession was a perfect fit with my now passion for PIX (Psi Iota Xi). Back in early 1970 I had completed my Graduate Degree, obtained my first Speech Pathology position in the Muncie Schools and learned about PIX. I joined PIX in 1971 and was forced to go alumnae in 1979 because of a choice to move to California with my now husband Gordon. When we returned to Indiana in 1995 I again affiliated myself with this fantastic organization in La Porte. I cannot begin to tell you how proud I am of all of the good works of not only my local chapter Eta Eta but all chapters across Indiana and our sister states of Illinois, Michigan, Ohio and Kentucky. As National Editor of the fun and pleasure of maintaining our history. So you will see things on my blog that related to my profession, my passion for PIX, my family and friends.
Have you wondered what a Speech Pathologist does to help children?
Welcome to the Speech & Language Department
Speech-Language Pathologists (SLPs) support children with speech-language needs. We screen all incoming kindergarten students, as well as new entrants to first and second grade, and provide more in-depth evaluation as needed. While most children seem to acquire speech and language fairly easily, occasionally a child may have some difficulty communicating with others. We try to help the children whose speech or language interferes with their ability to function in a school environment. A variety of therapeutic models are utilized. Service models include individual or small group sessions, whole class lessons, consultation and curriculum modifications. The speech/language pathologist can provide treatment for a variety of communication disorders including:
Articulation - The way a child produces speech sounds. Some sound errors may have no obvious cause, such as a Lisp or distorted /r/ sound. Many times these errors are developmental in nature, and the child will simply "outgrow" them. Some sound errors may be related to physical problems such as a cleft palate or hearing loss.
Language - The content and structure of our language. Language is the code that we use to communicate ideas and express our needs and wants. It includes: semantics (knowledge of words and relationships between words), morphology (rules applying to the modification of root words, prefixes and suffixes) grammar or syntax (rules governing the way we form sentences and combine words together) and pragmatics (how we use language socially to converse, tell stories or relate events, and communicate our needs, wants and ideas to a variety of different listeners).
Auditory Processing - What we do with the sounds we hear. Auditory processing involves the ability to attend to sounds, perceive differences, recall auditory information, comprehend, think about and respond to what is heard. Children with Auditory Processing Disorders may exhibit a variety of listening and related complaints. For example, they may have difficulty understanding speech in noisy environments, following directions, and discriminating (or telling the difference between) similar-sounding speech sounds. Sometimes they may behave as if a hearing loss is present, often asking for repetition or clarification. In school, children with APD may have difficulty with spelling, reading, and understanding information presented verbally in the classroom.
Fluency - the smooth flow of speech. Stuttering affects the fluency of speech. It begins during childhood and, in some cases, lasts throughout life. The disorder is characterized by disruptions in the production of speech sounds, also called "disfluencies." Most people produce brief disfluencies from time to time. Disfluencies are not necessarily a problem; however, they can impede communication when a person produces too many of them.
Voice – The quality, pitch and intensity of voice. Voice disorders can include hypo nasality, hyper nasality, or vocal abuse resulting in hoarseness or loss of voice.
Social Skills – the ability to communicate and get along with others. Speech Pathologists in our school often help develop friendship skills by teaching such skills as appropriate eye contact, friendly listening, conflict resolution etc.Phonemic Awareness - the ability to hear and manipulate the sounds in our language. Important skills include the ability to count, blend and segment sounds in syllables and words.
Speech-Language Pathologists (SLPs) support children with speech-language needs. We screen all incoming kindergarten students, as well as new entrants to first and second grade, and provide more in-depth evaluation as needed. While most children seem to acquire speech and language fairly easily, occasionally a child may have some difficulty communicating with others. We try to help the children whose speech or language interferes with their ability to function in a school environment. A variety of therapeutic models are utilized. Service models include individual or small group sessions, whole class lessons, consultation and curriculum modifications. The speech/language pathologist can provide treatment for a variety of communication disorders including:
Articulation - The way a child produces speech sounds. Some sound errors may have no obvious cause, such as a Lisp or distorted /r/ sound. Many times these errors are developmental in nature, and the child will simply "outgrow" them. Some sound errors may be related to physical problems such as a cleft palate or hearing loss.
Language - The content and structure of our language. Language is the code that we use to communicate ideas and express our needs and wants. It includes: semantics (knowledge of words and relationships between words), morphology (rules applying to the modification of root words, prefixes and suffixes) grammar or syntax (rules governing the way we form sentences and combine words together) and pragmatics (how we use language socially to converse, tell stories or relate events, and communicate our needs, wants and ideas to a variety of different listeners).
Auditory Processing - What we do with the sounds we hear. Auditory processing involves the ability to attend to sounds, perceive differences, recall auditory information, comprehend, think about and respond to what is heard. Children with Auditory Processing Disorders may exhibit a variety of listening and related complaints. For example, they may have difficulty understanding speech in noisy environments, following directions, and discriminating (or telling the difference between) similar-sounding speech sounds. Sometimes they may behave as if a hearing loss is present, often asking for repetition or clarification. In school, children with APD may have difficulty with spelling, reading, and understanding information presented verbally in the classroom.
Fluency - the smooth flow of speech. Stuttering affects the fluency of speech. It begins during childhood and, in some cases, lasts throughout life. The disorder is characterized by disruptions in the production of speech sounds, also called "disfluencies." Most people produce brief disfluencies from time to time. Disfluencies are not necessarily a problem; however, they can impede communication when a person produces too many of them.
Voice – The quality, pitch and intensity of voice. Voice disorders can include hypo nasality, hyper nasality, or vocal abuse resulting in hoarseness or loss of voice.
Social Skills – the ability to communicate and get along with others. Speech Pathologists in our school often help develop friendship skills by teaching such skills as appropriate eye contact, friendly listening, conflict resolution etc.Phonemic Awareness - the ability to hear and manipulate the sounds in our language. Important skills include the ability to count, blend and segment sounds in syllables and words.
As a Speech Pathologist I will post helpful information for parents.
Talking Tips To Help Your Child To Speak Clearly
Use your best listening skills! Really try to focus on what the child is telling you, not how it is said. It is ok to ignore the mistakes. To improve, your child needs practice! Thus, frequently correcting, teasing, laughing, may cause your child to speak less. It is important to keep your child confidant about his or her speaking skills.
Use your best speech (when talking with your child). Repeat your child's message correctly when they do make errors. (i.e. "wewe de gag" - "where's the dog? - he's outside"). Children learn by listening. They don't need to repeat it directly after you. Just provide a good model for them to hear and imitate. Speak slowly.
Your child may not say all sounds correctly at first, and that is okay! It can take up to 8 years for all children to speak correctly in a typically developing child. Thus, some errors are to be expected. See the developmental norms for speech development.
Let your child know when you don't understand them, don't just "pretend" to understand. Ask them to show you what they mean, or tell you again. Admit that you don't understand. If you understand part of it, let your child know. ("Oh, your talking about the dog", "what about him?")
Monitor for ear infections, and have them treated immediately. When a child gets an ear infection, they may get a temporary, partial hearing loss. This will cause them to not hear all sounds around them, and in speech, which is critical for good speech development (you have to hear it correctly to imitate it.)
Thus, if your child has an ear infection, speak clearly, in short and simple sentences. Make sure they are looking at you when you are speaking, and minimize background noise (such as TV or radio).
Speech Delay.com
Please contact your child’s speech teacher if you have questions.
Use your best listening skills! Really try to focus on what the child is telling you, not how it is said. It is ok to ignore the mistakes. To improve, your child needs practice! Thus, frequently correcting, teasing, laughing, may cause your child to speak less. It is important to keep your child confidant about his or her speaking skills.
Use your best speech (when talking with your child). Repeat your child's message correctly when they do make errors. (i.e. "wewe de gag" - "where's the dog? - he's outside"). Children learn by listening. They don't need to repeat it directly after you. Just provide a good model for them to hear and imitate. Speak slowly.
Your child may not say all sounds correctly at first, and that is okay! It can take up to 8 years for all children to speak correctly in a typically developing child. Thus, some errors are to be expected. See the developmental norms for speech development.
Let your child know when you don't understand them, don't just "pretend" to understand. Ask them to show you what they mean, or tell you again. Admit that you don't understand. If you understand part of it, let your child know. ("Oh, your talking about the dog", "what about him?")
Monitor for ear infections, and have them treated immediately. When a child gets an ear infection, they may get a temporary, partial hearing loss. This will cause them to not hear all sounds around them, and in speech, which is critical for good speech development (you have to hear it correctly to imitate it.)
Thus, if your child has an ear infection, speak clearly, in short and simple sentences. Make sure they are looking at you when you are speaking, and minimize background noise (such as TV or radio).
Speech Delay.com
Please contact your child’s speech teacher if you have questions.
Well I am getting the "hang"!
Well it looks like I have learned how to post pictures after a few "errors" - but what fun this is!
Well Technology Has us All Scrambling!
I never thought I would be a part of this larger than life technology craze! However, here I am hoping I can build a blog site that will be appealing to all that happen to stop by. My blog will be devoted to family, Psi Iota Xi and friends. Well, back to the drawing board learning what I need to learn. May ask for some help from those more sophisticated with these "works of art"!
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