From armandovias at aol.com Thu Nov 1 17:26:38 2018 From: armandovias at aol.com (Armando Vias) Date: Thu, 1 Nov 2018 17:26:38 +0000 (UTC) Subject: [NABS-L] BrailleSense Stopped Working References: <168821973.20649232.1541093198634.ref@mail.yahoo.com> Message-ID: <168821973.20649232.1541093198634@mail.yahoo.com> Hey, I am now having a problem with the BrailleSense Polaris. This morning, I was in terminal mode. I locked the screen. I was connected to my iPhone. Later on, it stopped working. I did everything that I can from taking the battery out and stuff. Also, I cleaned the BrailleSense with wipes. When I turned it on again, some keys stopped working. I couldn't enter my password that I set up with my BrailleSense. What should I do now. Right now, I just keep turning it on and off and it's not going anywhere. For example, it says, "1 new message." -- "The National Federation of the Blind knows that blindness is not the characteristic that defines you or your future. Every day, we raise the expectations of blind people, because low expectations create obstacles between blind people and our dreams. You can live the life you want; blindness is not what holds you back. Together, with love, hope, and determination, we transform dreams into reality." Website: www.nfb.org Are you a blind student? Visit this website to learn about the National Association of Blind Students, (NABS), a division of the National Federation of the Blind. https://nabslink.org To find your student division, visit https://nabslink.org/content/contact-our-state-divisions Armando L. Vias Student Google Voice/Phone Number: (762) 233-0440 Email: armandovias at aol.com From kenia.flores at furman.edu Thu Nov 1 23:16:12 2018 From: kenia.flores at furman.edu (Kenia Flores-Student) Date: Thu, 1 Nov 2018 23:16:12 +0000 Subject: [NABS-L] Announcing the 2018 NABS Washington Seminar Funding Program Message-ID: Good afternoon fellow students, I know it is hard to believe, but the end of the semester and holidays are quickly approaching. Our board is very excited for the year to come, and we want to begin the year strong with a large student presence at Washington Seminar. We understand living on a college student's budget can discourage many from attending, but we do not want that to be the case. We are pleased once again to bring back the NABS Washington Seminar Funding Program. This program would not be possible without President Riccobono's support and generosity. We know that collectively, anything is possible in the National Federation of the Blind. Will you join us as we make our voices heard on Capitol Hill? Applications will be live from November 1, 2018 through November 25, 2018 at 11:59pm eastern standard time. Below, you will find the link to the application along with the Washington Seminar page. Please do not hesitate to reach out to Kathryn Webster at nabs.president at gmail.com with any questions or concerns you may have regarding the funding program. We look forward to seeing you in D.C. very soon! https://nfb.org/washington-seminar https://docs.google.com/forms/d/e/1FAIpQLScy9KzkQGSNvmSBSSPdCobgPxtitBaR3NIax2zXhOWpv28OPA/viewform Best, Kenia Flores Kenia Flores Furman University '20 Department of Politics and International Affairs 2nd Vice President | National Association of Blind Students Chair | National Association of Blind Students Legislative Advocacy Committee President | North Carolina Association of Blind Students (704) 476-6629 Kenia.flores at furman.edu From johnawright98 at gmail.com Sat Nov 3 21:13:34 2018 From: johnawright98 at gmail.com (johnawright98 at gmail.com) Date: Sat, 3 Nov 2018 17:13:34 -0400 Subject: [NABS-L] Text to Give Campaign Message-ID: Hello Students! In the sprit of giving in the month of November, The National Association of Blind Students is pushing its fundraising efforts all month long. In order to do so, we need your help! We are excited to launch our Text to Give campaign this month. What is Text to Give you ask? It is simple! All people need to do is text blindstudents (no caps no spaces) to the number 855 202 2100 and from there potential donors will get a message with easy to follow instructions. Here is where we need your help! Share that number and code word with your friends and family on your social media along with a story about your educational experience as a blind student. We could really use your help in the effort. Help NABS and its efforts in supporting you. Lets make this holiday season a joyous one for the National Association of Blind Students. Cheers, Johna Wright Vice President, National Federation of the Blind Community Service Division Social Media Chair, National Association of Blind Students From matthewhgip at gmail.com Sun Nov 4 16:43:41 2018 From: matthewhgip at gmail.com (Matthew Gip) Date: Sun, 4 Nov 2018 08:43:41 -0800 Subject: [NABS-L] Reminder: Join Outreach Committee Call, Tomorrow at 9 eastern Message-ID: <1D4539E4-6FC5-4788-BAE2-132FF8793A88@gmail.com> Hello Students! This is a friendly reminder that we will have our monthly outreach committee call tomorrow night at 9 eastern. This month’s outreach theme is Federation philosophy so we will be centering this month’s efforts on what that means to us as students. Please come with your eager participation, willingness to get involved, and passionate dedication as we look to build our national student division and have some insightful discussion. Call: (712) 770-5197 Access code: 265669 As always, feel free to reach out with any questions or concerns. See you tomorrow! Best, Janae Burgmeier, Melissa Carney, Elizabeth Sheeler. Johna Wright, and Matt Gip NABS Outreach Committee Leadership Matthew Gip President | California Association of Blind Students Board Member | National Federation of the Blind of California Co-Chair | National Association of Blind Students Outreach Committee Phone: (559) 375-2068 Email: matthewhgip at gmail.com From carne23m at mtholyoke.edu Mon Nov 5 06:07:11 2018 From: carne23m at mtholyoke.edu (Melissa Carney) Date: Mon, 5 Nov 2018 01:07:11 -0500 Subject: [NABS-L] NABS Notes - October 2018 Message-ID: <002401d474cd$cb585af0$620910d0$@mtholyoke.edu> Hey NABSters, I hope you all are enjoying the beautiful weather, discounted Halloween candy, apple picking, and all of the activities that autumn has to offer. Thanksgiving break is on the horizon; you're almost there! Midterm season has officially passed, and it is now time to look ahead to the end of the semester and course selections for the spring. Take a few seconds just to breathe, decompress, and be proud of all you have accomplished. Feel free to read about what NABS has been up to during the month of October. Please find the link to our online version of the NABS notes below, followed by the notes themselves. A copy of the NABS notes is also attached to this email for your convenience. We continuously strive to update and improve the format and content of our monthly bulletin, so your suggestions and recommendations are much appreciated. What resources would you like us to share? Are there specific topics that you would like us to cover? What general feedback do you have? Don't hesitate to let us know. Happy fall! http://nabslink.org/content/nabs-notes-october-2018 NABS Notes: October 2018 In this issue, you will find: * President's Note * Washington Seminar Funding Application is Live! * New Resource - NABS Phone Number * Follow NABS on Instagram * K-12 and Higher Ed Technology Survey * 2019 AAPD Summer Internship Program * President Trump Signs Marrakesh Treaty Implementation Act * Math Usability Study * Paid Accessibility Testing * NABS Committee Updates * NABS Facebook Group President's Note As the weather decreases and flu season approaches all too quickly, the fall Convention time is coming and going with so many memories to cherish. The NABS Board traveled across the country welcoming new students into our family. During conventions, we focus on embracing new and young talent, while praising and appreciating our current members. As we reflect on leadership and commitment, I can't stress the importance of self care enough. Whether that means taking a step back from priorities to focus on yourself, or taking a night off to read a book, make you the priority for once. All too often, we focus on others and neglect our needs. I encourage you to find you time amidst our busy lives. Mental health is essential to creating a happy and fruitful future, so, as Nike says, just do it! Washington Seminar Funding Application is Live! NABS, with the support of President Riccobono, is launching the third annual Washington Seminar Funding Program! We need the student voice louder than ever at the 2019 Washington Seminar! If classes are a concern, talk to your professors beforehand. Tell them you will share your experience with the class in the form of writing or as a presentation. I encourage you to do whatever it takes to participate in this incredible opportunity. Your leadership skills will stretch more than anything during these days spent in DC! To apply for financial assistance, visit: https://docs.google.com/forms/d/e/1FAIpQLScy9KzkQGSNvmSBSSPdCobgPxtitBaR3NIa x2zXhOWpv28OPA/viewform Applications close on Sunday, November 25! Don't wait until then to apply! New Resource - NABS Phone Number Our leadership wants to provide an outlet for students to voice concerns, seek advice, and learn about resources you may otherwise not be familiar with. With that, we launched our very own NABS phone number, where a NABS leader is on call to speak with blind students across the country. Please call 410-417-8360. Follow NABS on Instagram NABS has an Insta account now, so follow us @NABSLink! K-12 and Higher Ed Technology Survey The NFB is gathering information regarding the accessibility of educational technology used in our nation's schools, kindergarten through graduate level. If you are a student, parent, teacher, or administrator who uses screen access software or other accommodations to participate non-visually in educational programs or services, or if you are the parent, teacher, or administrator of someone who does, please complete this survey once a semester: https://nfb.org/edtechsurvey. 2019 AAPD Summer Internship Program Deadline to Apply: November 5, 2018 by 5pm Eastern Time The American Association of People with Disabilities (AAPD) is a convener, connector, and catalyst for change, increasing the political and economic power of people with disabilities. Since 2002, the AAPD Summer Internship Program has developed the next generation of leaders with disabilities and offered host employers access to a talented, diverse workforce. Each summer, AAPD places college students, graduate students, law students, and recent graduates with all types of disabilities in summer internships with Congressional offices, federal agencies, non-profits, and for-profit organizations in the Washington, DC area. Each intern is matched with a mentor who will assist them with their career goals. AAPD provides the interns with a living stipend, transportation to and from Washington, DC, and fully-accessible housing. At the beginning of the summer, interns participate in a 1-week orientation session to learn about AAPD and the disability rights movement, meet the other interns, and participate in a variety of engaging workshops and events. As part of the AAPD network, interns also receive opportunities to attend events on Capitol Hill, conferences, community events, briefings, and more. Any undergraduate student, law student, graduate student, or recent graduate from a US college or university who self-identifies as an individual with any type of disability is invited to apply. Apply today: https://www.aapd.com/summer-internship-program/ President Trump Signs Marrakesh Treaty Implementation Act President Trump signed the Marrakesh Treaty Implementation Act on October 10, 2018. The act makes modest changes to copyright law that will bring the United States into compliance with the terms of the Marrakesh Treaty. The United States House of Representatives passed the Marrakesh Treaty Implementation Act (S. 2559) at the end of September and the Senate gave its advice and consent to ratification of the treaty and passed the implementing legislation on June 28. Upon passage by the House of Representatives Mark Riccobono said, "For almost a decade now, the National Federation of the Blind, our partners, and other advocates have worked to bring the Marrakesh Treaty into being and into force. We are closer than ever to the day when blind Americans will have greater access to the world's knowledge, in many of its original languages, than we have ever had in human history." We now urge the State Department to deposit the instrument of ratification with the World Intellectual Property Organization as soon as practicable. To learn more about the Marrakesh Treaty, please check out the following blog post from Scott LaBar: https://nfb.org/blog/article/3737 Math Usability Study McGraw-Hill Education has been working on accessibility for a math software program called ALEKS and would like to gather feedback from college students or recent college graduates regarding the usability of the program. Specifically, McGraw-Hill is looking at the usability of its online graphing tools. If you qualify for the study, here's what to expect. Time Commitment: 1 hour Date Options: November 12 through November 16, 2018 Offered Hours: 11:00 AM to 8:00 PM Eastern Time Incentive: $100 Amazon gift card. The gift card will be emailed to you after you complete the feedback session. If you are interested, please contact Stacie Dubnow at (410) 659-9314, Ext. 2442 or sdubnow at nfb.org . NABS Committee Updates Get involved! * Legislative Advocacy Committee When: third Sunday of the month | 8pm eastern Chair: Justin Salisbury (president at alumni.ecu.edu) We are launching our Student Advocate Program, as well as planning for Washington Seminar festivities. We need your voice with us in DC, so reach out and learn more! * Fundraising Committee When: Second and fourth Sunday of the month | 8pm eastern Chair: Kathryn Webster (nabs.president at gmail.com ) Get ready for Giving Tuesday! Share our Text-to-Give phone number far and wide: anyone can text blindstudents to 855-202-2100 to donate! Help us help you! * Outreach Committee When: first Monday of the month | 9pm eastern Chair: Janae Burgmeier (Janae.burgmeier at gmail.com ) Web Master: Dustin Cather (cather.dustin at gmail.com ) The outreach committee has been working to strengthen our pre-existing projects and adding a few new ones as well. The outreach committee prepares social media posts, blog entries, and NABS notes content. We will also be releasing a podcast called NABS Now. October's theme was meet the blind month. We heard from several speakers regarding how to get local communities involved in Meet the Blind month activities, as well as what living the lives they want means to them. To offer suggestions or get involved, please contact the outreach chair, Janae Burgmeier. NABS Facebook Group Join our Facebook group by visiting: https://m.facebook.com/groups/173482726798026 The National Association of blind Students A proud division of the National Federation of the Blind Nfbstudents.org (410) 417-8360 Melissa Carney Secretary | National Association of Blind Students A proud division of the National Federation of the Blind (860) 391-9319 Carne23m at mtholyoke.edu | www.nabslink.org -------------- next part -------------- A non-text attachment was scrubbed... Name: NABS Notes - October 2018.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 30502 bytes Desc: not available URL: From alpineimagination at gmail.com Mon Nov 5 17:52:40 2018 From: alpineimagination at gmail.com (Vejas Vasiliauskas) Date: Mon, 5 Nov 2018 09:52:40 -0800 Subject: [NABS-L] Taking an Astronomy Class Message-ID: <2C45925D-29F5-4740-841E-B6B88725192A@gmail.com> Hi All, I am considering possibly taking an astronomy class for a science credit. I have always found astronomy to be very interesting, but I know that it can also be extremely visual. Has anyone taken a college astronomy course and worked around the accessibility barriers? Thanks, Vejas From mkvnfb94 at gmail.com Mon Nov 5 20:47:56 2018 From: mkvnfb94 at gmail.com (Mariya Vasileva) Date: Mon, 5 Nov 2018 15:47:56 -0500 Subject: [NABS-L] Taking an Astronomy Class In-Reply-To: <2C45925D-29F5-4740-841E-B6B88725192A@gmail.com> References: <2C45925D-29F5-4740-841E-B6B88725192A@gmail.com> Message-ID: <40EAA5F1-EA4B-41A7-95AC-50B496746F0D@gmail.com> Yes, I have. It is visual to an extent, that is a misconception that is made all across-the-board. I am sure that you’re aware that 99% of the universe is not visual to the naked eye because our eyes are only programmed to see light, visible light to be more specific. Therefore, this is why specific tools are made to see in every other wavelength besides the one that we can see in ourselves. With that being said, once these images have been processed through through the instruments given, they can be translated into a tactile format using 3-D printing, or you can have your professor draw out the stuff with puff paint if they have it, if not, then your disability services office should help you with that. Another point is that you can also visualize what things look like through your mental mapping skills if and when your professor or anybody else describes what said image looks like. There’s nothing in the universe that is not going to be in a shape in which you are not already familiar with, that is another point that should be brought up. If you have any other questions let me know, I would be happy to help. Sent from my iPhone > On Nov 5, 2018, at 12:52, Vejas Vasiliauskas via NABS-L wrote: > > Hi All, > I am considering possibly taking an astronomy class for a science credit. > I have always found astronomy to be very interesting, but I know that it can also be extremely visual. > Has anyone taken a college astronomy course and worked around the accessibility barriers? > Thanks, > Vejas > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/mkvnfb94%40gmail.com From santiago.blue.hernandez at gmail.com Mon Nov 5 22:13:00 2018 From: santiago.blue.hernandez at gmail.com (Santiago H) Date: Mon, 5 Nov 2018 14:13:00 -0800 Subject: [NABS-L] Taking an Astronomy Class In-Reply-To: <40EAA5F1-EA4B-41A7-95AC-50B496746F0D@gmail.com> References: <2C45925D-29F5-4740-841E-B6B88725192A@gmail.com> <40EAA5F1-EA4B-41A7-95AC-50B496746F0D@gmail.com> Message-ID: <5F168B25-CBA5-46C5-A080-F67DF8DCD6D1@gmail.com> I am definitely interested in astronomy, but when I was taking my general Ed courses for science, I didn't go with it do to it's visual aspect. Ironically enough, I went with Geology which is also visual. Not as much, but it still is. Some embossers can emboss visual images these days, so if you're fine with those, and if your disability services at your school provide that, then you should be fine. Sent from my iPhone > On Nov 5, 2018, at 12:47 PM, Mariya Vasileva via NABS-L wrote: > > Yes, I have. It is visual to an extent, that is a misconception that is made all across-the-board. I am sure that you’re aware that 99% of the universe is not visual to the naked eye because our eyes are only programmed to see light, visible light to be more specific. Therefore, this is why specific tools are made to see in every other wavelength besides the one that we can see in ourselves. With that being said, once these images have been processed through through the instruments given, they can be translated into a tactile format using 3-D printing, or you can have your professor draw out the stuff with puff paint if they have it, if not, then your disability services office should help you with that. Another point is that you can also visualize what things look like through your mental mapping skills if and when your professor or anybody else describes what said image looks like. There’s nothing in the universe that is not going to be in a shape in which you are not already familiar with, that is another point that should be brought up. If you have any other questions let me know, I would be happy to help. > > Sent from my iPhone > >> On Nov 5, 2018, at 12:52, Vejas Vasiliauskas via NABS-L wrote: >> >> Hi All, >> I am considering possibly taking an astronomy class for a science credit. >> I have always found astronomy to be very interesting, but I know that it can also be extremely visual. >> Has anyone taken a college astronomy course and worked around the accessibility barriers? >> Thanks, >> Vejas >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/mkvnfb94%40gmail.com > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/santiago.blue.hernandez%40gmail.com From cricketbidleman at gmail.com Tue Nov 6 17:59:20 2018 From: cricketbidleman at gmail.com (Cricket X. Bidleman) Date: Tue, 6 Nov 2018 09:59:20 -0800 Subject: [NABS-L] Meet the CABS board! Message-ID: Hello students, It's Cricket from CABS. I and the rest of the board are so excited to engage with all students and to advocate for the rights of blind students not only in California, but everywhere. I wanted to share that the California Association of Blind students will be having our monthly board meeting n Monday, November 19th at 29:00, which is 8:00 PM PDT for all you twelve-hour peeps. As usual, our board meeting is, until further notice, scheduled for the third Monday of the month. This, however, is a special board meeting, since we all just came back from our state convention. We have a brand new board full of energy and ideas, and we all look forward to making your acquaintance. Yes, there will be business conducted at this meeting, but it will mostly serve as an opportunity for you to engage with the CABS board. Feel free to bring your questions, comments, and concerns. See details below! Date: Monday, November 19, 2018 Time: 20:00 (8:00 PM) Call: (712) 770-4130 Access code: 868746 Please like and share our Facebook page, and follow us on Twitter. Our handle on Twitter is @nfbc_cabs, and a link to our page is below. https://m.facebook.com/events/1870288606411336?_rdr Best, Cricket X. Bidleman (she/her/hers) Stanford University | Class of 2021 Secretary | California Association of Blind Students Phone: (805) 372-9550 (if you text me, leave your name and that you're from NABS, or I'll probably think you're a creeper and block you) From cricketbidleman at gmail.com Tue Nov 6 18:03:52 2018 From: cricketbidleman at gmail.com (Cricket X. Bidleman) Date: Tue, 6 Nov 2018 10:03:52 -0800 Subject: [NABS-L] Meet the CABS board! In-Reply-To: References: Message-ID: Ah, my apologies. I meant 20:00. Please excuse the occasional typo--braces are making it very difficult to reach stuff. Best, Cricket X. Bidleman (she/her/hers) Stanford University | Class of 2021 Secretary | California Association of Blind Students (CABS) Phone: (805) 372-9550 On 11/6/18, Cricket X. Bidleman wrote: > Hello students, > > It's Cricket from CABS. I and the rest of the board are so excited to > engage with all students and to advocate for the rights of blind > students not only in California, but everywhere. I wanted to share > that the California Association of Blind students will be having our > monthly board meeting n Monday, November 19th at 29:00, which is 8:00 > PM PDT for all you twelve-hour peeps. As usual, our board meeting is, > until further notice, scheduled for the third Monday of the month. > > This, however, is a special board meeting, since we all just came back > from our state convention. We have a brand new board full of energy > and ideas, and we all look forward to making your acquaintance. Yes, > there will be business conducted at this meeting, but it will mostly > serve as an opportunity for you to engage with the CABS board. Feel > free to bring your questions, comments, and concerns. See details > below! > > Date: Monday, November 19, 2018 > Time: 20:00 (8:00 PM) > Call: (712) 770-4130 > Access code: 868746 > > Please like and share our Facebook page, and follow us on Twitter. Our > handle on Twitter is @nfbc_cabs, and a link to our page is below. > > https://m.facebook.com/events/1870288606411336?_rdr > > Best, > Cricket X. Bidleman (she/her/hers) > Stanford University | Class of 2021 > Secretary | California Association of Blind Students > Phone: (805) 372-9550 (if you text me, leave your name and that you're > from NABS, or I'll probably think you're a creeper and block you) > From SDubnow at nfb.org Tue Nov 6 23:05:50 2018 From: SDubnow at nfb.org (Dubnow, Stacie) Date: Tue, 06 Nov 2018 17:05:50 -0600 Subject: [NABS-L] Math Tools Usability Study Message-ID: Last Chance to Participate in a Paid Math Usability Study Subject: Paid Feedback Opportunity with McGraw-Hill Education McGraw-Hill Education has been working on accessibility for a math software program called ALEKS and would like to gather feedback from college students or recent college graduates regarding the usability of the program. Specifically, McGraw-Hill is looking at the usability of its online graphing tools. Would you be interested in participating? If you qualify for the study, here's what to expect. Time Commitment: 1 hour Date Options: November 12 through November 16, 2018 Offered Hours: 11:00 AM to 8:00 PM Eastern Time Incentive: $100 Amazon gift card. The gift card will be emailed to you after you complete the feedback session. Qualifications: 1. Current college student or recently graduated within the last two years 2. Enrolled in or recently completed college algebra or pre-calculus within the last two years 3. Familiar with transforming (by translating, reflecting, stretching, or compressing) the graph of a parent function to get the graph of another related function 4. Have access to a computer with JAWS 17, 18, or 2018 installed 5. Have access to a computer microphone or phone line During the session, you will speak to one to two researchers from McGraw-Hill. The feedback session will take place remotely via JAWS Tandem. You will need access to a desktop or laptop with internet and a phone line in order to participate. If you are interested, please let me know and I will forward your contact information to McGraw-Hill Education. Thank you, Stacie Dubnow Stacie Dubnow, J.D. Project Manager 200 East Wells Street, Baltimore, MD 21230 (410) 659-9314, Ext. 2442 | sdubnow at nfb.org [] -------------- next part -------------- A non-text attachment was scrubbed... Name: 4e0ee1e.png Type: image/png Size: 28357 bytes Desc: not available URL: From redwing731 at gmail.com Tue Nov 6 23:49:41 2018 From: redwing731 at gmail.com (Kendra Schaber) Date: Tue, 6 Nov 2018 15:49:41 -0800 Subject: [NABS-L] Math class and seasons: Message-ID: <17E1CFF0-84FF-4096-BBAB-C094541FA705@gmail.com> Hi all! I have a quondery that needs counsel here. I’m going into a science degree, starting at my local community college in January. The degree envolves a lot of science and math. Math itself is not my top subject. But there is not another degree that I like that’s local either. I have also taken a math class in the spring years ago only to be burnt out for the next 3 months after that term. On top of all of that, I’m also concidering attending the NFB National Convention in the summer so I can’t take classes this coming summer without knowing my traveling situation first. For one thing, the NFB National Convention is right smack dab in the middle of summer term. With all of this on the table, I would like to take math111 in the winter and hold off on math until the following fall but also take either a single term class in the spring or something from the science field instead. I was not very well recieved today when I passed this suggestion on to my counselor today. But she suggested that I take math in the winter and spring. But she also suggested that I think about my options first, weigh them and concider them again after I start my math class in the winter. How would you all go about this quondery? Which route would you take? How would you avoid burn out and which route is the best one to achieve this? Any ideas? Thank you for taking the time to read this E Mail! Blessed be!!! Kendra Schaber, Chemeketa Community College, 350 Org, Citizen’s Climate Lobby, National Federation of the Blind of Oregon, Capitol Chapter, Salem, Oregon. Home email: Redwing731 at gmail.com Chemeketa Community College Email: Kschaber at my.Chemeketa.edu Phone: 971-599-9991 "When the student is ready, the teacher will appear" Author Unknown. Sent From My iPhone SE. Sent from My Gmail Email. Get Outlook Express for IOS. From rahul.bajaj1038 at gmail.com Wed Nov 7 01:43:42 2018 From: rahul.bajaj1038 at gmail.com (Rahul Bajaj) Date: Wed, 7 Nov 2018 01:43:42 +0000 Subject: [NABS-L] Nonacademic support in college Message-ID: Hi Everyone, I recently started studying at the University of Oxford in the UK for my postgraduate education. One feature of the support provided to disabled students here has surprised me: while they are willing to provide any kind of academic support, they provide no nonacademic help, with things like going to the market for shopping, cooking and staying well-organized. I am wondering, just out of academic interest, if this is how things are in the US. For those blind people who possess the wherewithal to do things completely independently, more power to them, but for those who can't I find it hard to fathom how this is not a problem. Surely ou cannot accept students, who may have lived with their parents until now, to become fully independent over night? Also, I'm wondering if the autonomy and freedom to choose of the disabled person, as opposed to a certain conception of independence, should be prioritized here. This article beautifully describes some of these issues, in the words of a blind girl who went to Yale: https://yaledailynews.com/blog/2015/01/23/invisible-disability-at-yale/ Best, Rahul From jfranks at nfbtx.org Wed Nov 7 03:18:30 2018 From: jfranks at nfbtx.org (Jonathan Franks) Date: Tue, 6 Nov 2018 21:18:30 -0600 Subject: [NABS-L] For Texas Students: Glenn and Norma Crosby Washington Seminar scholarship Message-ID: Hello Nabsters, If you are a student in Texas, please see below for this excellent opportunity. Greetings students, The Texas Association of Blind Students are happy to once again provide the Glenn and Norma Crosby Washington Seminar scholarship. Washington Seminar is our biggest legislative movement where 500 members of the National Federation of the Blind travel to Washington D.C to talk about issues that directly affect and will improve the lives of blind people. This is an excellent opportunity to get our voices heard by the law making individuals in our Government and convey to them that blind people deserve equal rights in the United States. What we are asking for you to do in order to apply for the scholarship is to write an essay about three issues that you believe our United States Congress can pass into law that positively enhances the lives of blind people. The essay should be no more than 500 words and submitted to both Tabs President Harry Staley and Treasurer/ Legislative and Advocacy committee Chairman Jonathan Franks by 11:59PM on December 12th. Harry’s email is: hstaley at nfbtx.org and Jonathan’s email is: jfranks at nfbtx.org Warm regards and good luck, Jonathan Franks BSW Board Member National Federation of the Blind of Texas -- The National Federation of the Blind knows that blindness is not the characteristic that defines you or your future. Every day we raise the expectations of blind people, because low expectations create obstacles between blind people and our dreams. You can live the life you want; blindness is not what holds you back. From inscriptioelectronicaaustralia at gmail.com Wed Nov 7 09:29:18 2018 From: inscriptioelectronicaaustralia at gmail.com (Roger Newell) Date: Wed, 7 Nov 2018 20:29:18 +1100 Subject: [NABS-L] Nonacademic support in college In-Reply-To: References: Message-ID: As blindness does not impose limitations on learning to shop, cook and stay organized, I cannot see any issues with this. I understand you are from a developing country where blind people can expect to receive support in these non-academic skills, but in developed countries, blind people would be taught how these skills in the course of their education through their teacher of the visually impaired, and I would argue that blind people who have not learned these skills should learn them before going to university as non-academic skills are just as important as academic skills in employment. You may have all the credentials in the world, but not being able to care for yourself will limit you as employers may see you as a liability. On 11/7/18, Rahul Bajaj via NABS-L wrote: > Hi Everyone, > > I recently started studying at the University of Oxford in the UK for > my postgraduate education. One feature of the support provided to > disabled students here has surprised me: while they are willing to > provide any kind of academic support, they provide no nonacademic > help, with things like going to the market for shopping, cooking and > staying well-organized. > > I am wondering, just out of academic interest, if this is how things > are in the US. For those blind people who possess the wherewithal to > do things completely independently, more power to them, but for those > who can't I find it hard to fathom how this is not a problem. Surely > ou cannot accept students, who may have lived with their parents until > now, to become fully independent over night? Also, I'm wondering if > the autonomy and freedom to choose of the disabled person, as opposed > to a certain conception of independence, should be prioritized here. > > This article beautifully describes some of these issues, in the words > of a blind girl who went to Yale: > https://yaledailynews.com/blog/2015/01/23/invisible-disability-at-yale/ > > > > Best, > Rahul > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com > From kassandrac at utexas.edu Wed Nov 7 13:41:30 2018 From: kassandrac at utexas.edu (Kassandra Cardenas) Date: Wed, 7 Nov 2018 07:41:30 -0600 Subject: [NABS-L] Nonacademic support in college In-Reply-To: References: Message-ID: Hello, I was just talking to my partner about your email, and he was telling me that they do things the same way that they are done here in the US; it is not the universities responsibility to provide students with the nonacademic tools that one might need for success. Here in the US, you would typically contact a vocational rehabilitative service, and they would direct you to the different programs available for working on these skills--whether that means going to a center for an extended period of time to work on core skills, or receiving quicker, more specified training for certain areas. Just in case you don't already know this (and my apologies if any of this is incorrect, as this is second-hand knowledge, though my partner is also blind so I can't imagine this being too inaccurate) : The same is essentially true for the UK. It sounds like each city has a different "society for the blind", each affiliated with the UK's blindness organization (the RNIB--royal national institute for the blind). If you wanted services related to orientation and mobility (so learning how to navigate to and through a grocery store, for example), my partner tells me that they do that, at the very least. If they do not offer services directly related to cooking, organization, and living on one's own, they should at least have phone numbers and other contact information to further direct your search. The webpage for the oxford association for the blind is here: https://www.oxeyes.org.uk/website/ You can check out the 'helping you' link at the bottom of the page to see the resources they provide, and the 'contact us' link to find the information necessary to contact them to schedule an appointment to discuss your specific situation. The website also says that their office hours are changing to M-F, 10-3. As I'm writing this, my partner also says that if you have a guidedog, you might want to contact the guidedog organization in the UK to help with mobility-related concerns, as they would be more specialized and able to deal with a guidedog situation. I hope that this information has been helpful to you! Warmest regards, Kassandra "K" Cardenas Pronouns: she/they University of Texas at Austin | Women's and Gender Studies 2019 (E): kassandrac at utexas.edu "Alone, we can do so little; together, we can do so much." - Helen Keller On Wed, Nov 7, 2018 at 3:30 AM Roger Newell via NABS-L wrote: > As blindness does not impose limitations on learning to shop, cook and > stay organized, I cannot see any issues with this. > > I understand you are from a developing country where blind people can > expect to receive support in these non-academic skills, but in > developed countries, blind people would be taught how these skills in > the course of their education through their teacher of the visually > impaired, and I would argue that blind people who have not learned > these skills should learn them before going to university as > non-academic skills are just as important as academic skills in > employment. You may have all the credentials in the world, but not > being able to care for yourself will limit you as employers may see > you as a liability. > > On 11/7/18, Rahul Bajaj via NABS-L wrote: > > Hi Everyone, > > > > I recently started studying at the University of Oxford in the UK for > > my postgraduate education. One feature of the support provided to > > disabled students here has surprised me: while they are willing to > > provide any kind of academic support, they provide no nonacademic > > help, with things like going to the market for shopping, cooking and > > staying well-organized. > > > > I am wondering, just out of academic interest, if this is how things > > are in the US. For those blind people who possess the wherewithal to > > do things completely independently, more power to them, but for those > > who can't I find it hard to fathom how this is not a problem. Surely > > ou cannot accept students, who may have lived with their parents until > > now, to become fully independent over night? Also, I'm wondering if > > the autonomy and freedom to choose of the disabled person, as opposed > > to a certain conception of independence, should be prioritized here. > > > > This article beautifully describes some of these issues, in the words > > of a blind girl who went to Yale: > > https://yaledailynews.com/blog/2015/01/23/invisible-disability-at-yale/ > > > > > > > > Best, > > Rahul > > > > _______________________________________________ > > NABS-L mailing list > > NABS-L at nfbnet.org > > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > > To unsubscribe, change your list options or get your account info for > > NABS-L: > > > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com > > > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/kassandrac%40utexas.edu > From lizmohnke at hotmail.com Wed Nov 7 13:47:35 2018 From: lizmohnke at hotmail.com (Elizabeth Mohnke) Date: Wed, 7 Nov 2018 13:47:35 +0000 Subject: [NABS-L] Struggling in Math Class Message-ID: Hello All, Last week my college algebra class started working on log functions. And they make absolutely no sense to me. And I am not completely sure how to go about understanding this part of the class. The office hours for my professor are either when I am in another class or when the embedded tutor for the class is running study sessions for this class. When I asked the embedded tutor for this class where else I could get help to understand this material, I was told that I could receive more tutoring from other tutors in the tutoring center. However, when I went to the tutoring center to ask about how I could set up the one-on-one tutoring appointments that the embedded tutor suggested, I was told this was something they no longer do. And whenever I go to the tutoring center for walk-in tutoring, I am told that no one is available because they already have enough students in their tutoring groups. Since the student employees at the front desk could not tell me what else I could do to receive the tutoring I need to understand the material for my class, their supervisor came out to talk to me, and I had a rather frustrating conversations with her. I was reminded that the tutoring center did not hire enough math tutors to meet the needs of the students on campus. Therefore, they are not able to provide me with a tutor because the job of a tutor should not include reading the material to me when they are tutoring me. The materials for my math class are not accessible, so I need to use a reader whenever I am working on my math class. And I have been doing rather well in my math class up until this point in my math class. But the disabilities office is also short on readers and they do not have any readers with higher level math experience that is required to be a good effective reader. So there are times when I go to the tutoring center to find someone to help complete my homework for this class. But now that I am looking for a tutor to help me understand the material, it appears as though the tutoring office thinks I am looking for a reader and not a tutor. And I am not able to convince them that I am looking for a tutor and not a reader despite how many times I repeat myself. I have tried reading through the examples in the homework as well as the textbook with my reader. But it all sounds rather confusing to me. And so I am really out of ideas as to what to do to understand this material for my math class. Does anyone have any suggestions as to what I might be able to do? Any suggestions would be appreciated. Thanks, Elizabeth So does anyone have any ideas as From thflute at gmail.com Wed Nov 7 14:02:09 2018 From: thflute at gmail.com (Tara Briggs) Date: Wed, 7 Nov 2018 07:02:09 -0700 Subject: [NABS-L] Struggling in Math Class In-Reply-To: References: Message-ID: <82488CA3-582F-4045-B136-613D3EF9F9D9@gmail.com> Hey! First of all I just want to say I’m sorry! Math can be a struggle. Do you have anybody in your life who isn’t connected with the college who can help you? I got through math with the help of my father who is and electrical engineer! Also are you able to talk to your advisor at the disability services office and maybe they could speak to the tutoring center on your behalf? When I was in college I always tried to do my own advocating but I had one particular situation with a professor who was being a jerk and although he wouldn’t listen to me he did listen to my advisor from the disability office. Good luck to you and I hope you’ll keep us posted! Tara Tara Sent from my iPhone > On Nov 7, 2018, at 6:47 AM, Elizabeth Mohnke via NABS-L wrote: > > Hello All, > > Last week my college algebra class started working on log functions. And they make absolutely no sense to me. And I am not completely sure how to go about understanding this part of the class. > > The office hours for my professor are either when I am in another class or when the embedded tutor for the class is running study sessions for this class. When I asked the embedded tutor for this class where else I could get help to understand this material, I was told that I could receive more tutoring from other tutors in the tutoring center. > > However, when I went to the tutoring center to ask about how I could set up the one-on-one tutoring appointments that the embedded tutor suggested, I was told this was something they no longer do. And whenever I go to the tutoring center for walk-in tutoring, I am told that no one is available because they already have enough students in their tutoring groups. > > Since the student employees at the front desk could not tell me what else I could do to receive the tutoring I need to understand the material for my class, their supervisor came out to talk to me, and I had a rather frustrating conversations with her. I was reminded that the tutoring center did not hire enough math tutors to meet the needs of the students on campus. Therefore, they are not able to provide me with a tutor because the job of a tutor should not include reading the material to me when they are tutoring me. > > The materials for my math class are not accessible, so I need to use a reader whenever I am working on my math class. And I have been doing rather well in my math class up until this point in my math class. But the disabilities office is also short on readers and they do not have any readers with higher level math experience that is required to be a good effective reader. So there are times when I go to the tutoring center to find someone to help complete my homework for this class. > > But now that I am looking for a tutor to help me understand the material, it appears as though the tutoring office thinks I am looking for a reader and not a tutor. And I am not able to convince them that I am looking for a tutor and not a reader despite how many times I repeat myself. > > I have tried reading through the examples in the homework as well as the textbook with my reader. But it all sounds rather confusing to me. And so I am really out of ideas as to what to do to understand this material for my math class. Does anyone have any suggestions as to what I might be able to do? Any suggestions would be appreciated. > > Thanks, > Elizabeth > So does anyone have any ideas as > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/thflute%40gmail.com From keribcu at gmail.com Wed Nov 7 14:39:40 2018 From: keribcu at gmail.com (Keri Svendsen) Date: Wed, 7 Nov 2018 09:39:40 -0500 Subject: [NABS-L] Struggling in Math Class In-Reply-To: References: Message-ID: <74fe77ef-0afb-1911-4ccc-a0651eaf3728@gmail.com> Good morning, If disability Services isn't being helpful to you at all I have a few suggestions. First, email your professor and ask if he or she could schedule a specific appointment time outside of office hours. You could also go to your dean of students/academic dean, and tell them your problems, and how disability services isn't being helpful as well as the tutoring center. If you receive VR services from DRS or commission for the blind as some states call it contact your counselor. They may be able to help. If these tips don't help, or you need help finding key contacts at your university that can help let me know. I'll be happy to help do some research to point you in the right direction. You can contact me off list at keribcu at gmail.com On 11/7/2018 8:47 AM, Elizabeth Mohnke via NABS-L wrote: > Hello All, > > Last week my college algebra class started working on log functions. And they make absolutely no sense to me. And I am not completely sure how to go about understanding this part of the class. > > The office hours for my professor are either when I am in another class or when the embedded tutor for the class is running study sessions for this class. When I asked the embedded tutor for this class where else I could get help to understand this material, I was told that I could receive more tutoring from other tutors in the tutoring center. > > However, when I went to the tutoring center to ask about how I could set up the one-on-one tutoring appointments that the embedded tutor suggested, I was told this was something they no longer do. And whenever I go to the tutoring center for walk-in tutoring, I am told that no one is available because they already have enough students in their tutoring groups. > > Since the student employees at the front desk could not tell me what else I could do to receive the tutoring I need to understand the material for my class, their supervisor came out to talk to me, and I had a rather frustrating conversations with her. I was reminded that the tutoring center did not hire enough math tutors to meet the needs of the students on campus. Therefore, they are not able to provide me with a tutor because the job of a tutor should not include reading the material to me when they are tutoring me. > > The materials for my math class are not accessible, so I need to use a reader whenever I am working on my math class. And I have been doing rather well in my math class up until this point in my math class. But the disabilities office is also short on readers and they do not have any readers with higher level math experience that is required to be a good effective reader. So there are times when I go to the tutoring center to find someone to help complete my homework for this class. > > But now that I am looking for a tutor to help me understand the material, it appears as though the tutoring office thinks I am looking for a reader and not a tutor. And I am not able to convince them that I am looking for a tutor and not a reader despite how many times I repeat myself. > > I have tried reading through the examples in the homework as well as the textbook with my reader. But it all sounds rather confusing to me. And so I am really out of ideas as to what to do to understand this material for my math class. Does anyone have any suggestions as to what I might be able to do? Any suggestions would be appreciated. > > Thanks, > Elizabeth > So does anyone have any ideas as > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/keribcu%40gmail.com -- Keri Svendsen From eschlenker at cox.net Wed Nov 7 15:05:57 2018 From: eschlenker at cox.net (Emily Schlenker) Date: Wed, 7 Nov 2018 09:05:57 -0600 Subject: [NABS-L] Struggling in Math Class In-Reply-To: <74fe77ef-0afb-1911-4ccc-a0651eaf3728@gmail.com> References: <74fe77ef-0afb-1911-4ccc-a0651eaf3728@gmail.com> Message-ID: <15EA26E5-EF7D-4E27-8536-9E76E626A3AA@cox.net> I second this. Out of respect for your professor, you should define the amount of time and the frequency with which you would like to meet so that he or she understands that it is finite. Maybe if the instructor understands that the tutoring services are not supporting you, he or she will put some pressure in that direction if it saves them having to take time out of the day for a single student. You never know, some instructors are more than happy to do this, and some really do not want to be bothered and should not be if there are other support systems in place. VR can definitely pay someone to help you, but I really think the university should be supporting you in this instance. Part of the job of the disability services office is to advocate for students with faculty. Sent from my iPhone > On Nov 7, 2018, at 8:39 AM, Keri Svendsen via NABS-L wrote: > > Good morning, > > > If disability Services isn't being helpful to you at all I have a few suggestions. > > First, email your professor and ask if he or she could schedule a specific appointment time outside of office hours. > > You could also go to your dean of students/academic dean, and tell them your problems, and how disability services isn't being helpful as well as the tutoring center. > > If you receive VR services from DRS or commission for the blind as some states call it contact your counselor. They may be able to help. > > If these tips don't help, or you need help finding key contacts at your university that can help let me know. I'll be happy to help do some research to point you in the right direction. You can contact me off list at keribcu at gmail.com > > >> On 11/7/2018 8:47 AM, Elizabeth Mohnke via NABS-L wrote: >> Hello All, >> >> Last week my college algebra class started working on log functions. And they make absolutely no sense to me. And I am not completely sure how to go about understanding this part of the class. >> >> The office hours for my professor are either when I am in another class or when the embedded tutor for the class is running study sessions for this class. When I asked the embedded tutor for this class where else I could get help to understand this material, I was told that I could receive more tutoring from other tutors in the tutoring center. >> >> However, when I went to the tutoring center to ask about how I could set up the one-on-one tutoring appointments that the embedded tutor suggested, I was told this was something they no longer do. And whenever I go to the tutoring center for walk-in tutoring, I am told that no one is available because they already have enough students in their tutoring groups. >> >> Since the student employees at the front desk could not tell me what else I could do to receive the tutoring I need to understand the material for my class, their supervisor came out to talk to me, and I had a rather frustrating conversations with her. I was reminded that the tutoring center did not hire enough math tutors to meet the needs of the students on campus. Therefore, they are not able to provide me with a tutor because the job of a tutor should not include reading the material to me when they are tutoring me. >> >> The materials for my math class are not accessible, so I need to use a reader whenever I am working on my math class. And I have been doing rather well in my math class up until this point in my math class. But the disabilities office is also short on readers and they do not have any readers with higher level math experience that is required to be a good effective reader. So there are times when I go to the tutoring center to find someone to help complete my homework for this class. >> >> But now that I am looking for a tutor to help me understand the material, it appears as though the tutoring office thinks I am looking for a reader and not a tutor. And I am not able to convince them that I am looking for a tutor and not a reader despite how many times I repeat myself. >> >> I have tried reading through the examples in the homework as well as the textbook with my reader. But it all sounds rather confusing to me. And so I am really out of ideas as to what to do to understand this material for my math class. Does anyone have any suggestions as to what I might be able to do? Any suggestions would be appreciated. >> >> Thanks, >> Elizabeth >> So does anyone have any ideas as >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/keribcu%40gmail.com > > -- > Keri Svendsen > > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/eschlenker%40cox.net From alpineimagination at gmail.com Wed Nov 7 15:31:28 2018 From: alpineimagination at gmail.com (Vejas Vasiliauskas) Date: Wed, 7 Nov 2018 07:31:28 -0800 Subject: [NABS-L] Struggling in Math Class In-Reply-To: References: Message-ID: Hi Elizabeth, I never really considered math my strong point and can totally hear where you are coming from. That must be very frustrating. Just to clarify: you said you need the tutor to be a reader too. Does that mean you don't have access to the book with either Braille or JAWS? Talking to your professor is definitely an option, but personally I didn't find my professor to be very helpful. To get a tutor, I emailed the department chair for math at my school, who gave me suggesttions for outside tutors who weren't part of the Academic Resource Center. My tutor really clarified concepts for me. She had graduated from my school 5 years before, so tutoring was her side job. It's also important to know that not all tutors will charge the same amount. There was a woman who charged more than double what my tutor did. In my case, my parents were the ones who had originally wanted me to get any kind of tutor, but I wonder if there'd be a way school could pay for him/her. Hope this helps, Vejas Sent from my iPhone > On 7 Nov 2018, at 05:47, Elizabeth Mohnke via NABS-L wrote: > > Hello All, > > Last week my college algebra class started working on log functions. And they make absolutely no sense to me. And I am not completely sure how to go about understanding this part of the class. > > The office hours for my professor are either when I am in another class or when the embedded tutor for the class is running study sessions for this class. When I asked the embedded tutor for this class where else I could get help to understand this material, I was told that I could receive more tutoring from other tutors in the tutoring center. > > However, when I went to the tutoring center to ask about how I could set up the one-on-one tutoring appointments that the embedded tutor suggested, I was told this was something they no longer do. And whenever I go to the tutoring center for walk-in tutoring, I am told that no one is available because they already have enough students in their tutoring groups. > > Since the student employees at the front desk could not tell me what else I could do to receive the tutoring I need to understand the material for my class, their supervisor came out to talk to me, and I had a rather frustrating conversations with her. I was reminded that the tutoring center did not hire enough math tutors to meet the needs of the students on campus. Therefore, they are not able to provide me with a tutor because the job of a tutor should not include reading the material to me when they are tutoring me. > > The materials for my math class are not accessible, so I need to use a reader whenever I am working on my math class. And I have been doing rather well in my math class up until this point in my math class. But the disabilities office is also short on readers and they do not have any readers with higher level math experience that is required to be a good effective reader. So there are times when I go to the tutoring center to find someone to help complete my homework for this class. > > But now that I am looking for a tutor to help me understand the material, it appears as though the tutoring office thinks I am looking for a reader and not a tutor. And I am not able to convince them that I am looking for a tutor and not a reader despite how many times I repeat myself. > > I have tried reading through the examples in the homework as well as the textbook with my reader. But it all sounds rather confusing to me. And so I am really out of ideas as to what to do to understand this material for my math class. Does anyone have any suggestions as to what I might be able to do? Any suggestions would be appreciated. > > Thanks, > Elizabeth > So does anyone have any ideas as > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/alpineimagination%40gmail.com From cricketbidleman at gmail.com Wed Nov 7 17:30:15 2018 From: cricketbidleman at gmail.com (Cricket X. Bidleman) Date: Wed, 7 Nov 2018 09:30:15 -0800 Subject: [NABS-L] Fwd: Seeking additional LACCD students In-Reply-To: References: Message-ID: Of possible interest. Please share widely! Best, Cricket X. Bidleman (she/her/hers) Stanford University | Class of 2021 Secretary | California Association of Blind Students Cell: (805) 372-9550 ---------- Forwarded message ---------- From: "Yingling, Valerie" Date: Wed, 7 Nov 2018 14:23:54 +0000 Subject: Seeking additional LACCD students To: "cricketbidleman at gmail.com" Hi Cricket, NFB is hoping to connect with additional blind Los Angeles Community College District (LACCD) students as a part of our continued effort to address access barriers within the District. Could you and the CABS board encourage any current or soon-to-be LACCD students to contact me (vyingling at nfb.org or 410-659-9314, extension 2440) and/or send me their names and contact information? In case it's helpful, I've crafted a brief announcement regarding this outreach: The National Federation of the Blind is seeking current Los Angeles Community College District (LACCD) students or individuals who plan to enroll for the 2019 spring semester. Last year, the NFB filed suit against LACCD for its failure to provide blind students with accessible instructional materials and other accommodations, and we continue to press for full accessibility for LACCD's blind students. If you are a current or soon-to-be LACCD student, we need to hear from you. Please contact Valerie Yingling, legal program coordinator at the NFB, at vyingling at nfb.org or 410-659-9314, extension 2440. Valerie Valerie Yingling Legal Program Coordinator 200 East Wells Street, Baltimore, MD 21230 410-659-9314, extension 2440 | vyingling at nfb.org [National Federation of the Blind] [Facebook] [Twitter] [Youtube] The National Federation of the Blind is a community of members and friends who believe in the hopes and dreams of the nation's blind. Every day we work together to help blind people live the lives they want. This email message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential information. 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Providing a safer and more useful place for your human generated data. Specializing in; Security, archiving and compliance. To find out more visit the Mimecast website. From rahul.bajaj1038 at gmail.com Thu Nov 8 17:03:35 2018 From: rahul.bajaj1038 at gmail.com (Rahul Bajaj) Date: Thu, 8 Nov 2018 17:03:35 +0000 Subject: [NABS-L] Nonacademic support in college In-Reply-To: References: Message-ID: Thank you, Kartik, Roger and Kassandra. Roger, to your point first - while being from a developing country has certainly made things harder for me from the standpoint of addressing my nonacademic needs, I would respectfully argue that the notion that a disabled person must possess the wherewithal to do everything independently is one which I find not only unreasonable, but also deeply harmful when imposed on someone under the guise of making them more employable or some such. At any rate, that is your view and people can disagree about this and that's fine. Kartik, while programmes do exist in the West for this kind of training, people have told me that they are often far too long for themv to be viable for many. Third, and more broadly, I have seen blind students, who because they have been taught to think that they must do everything independently and shouldn't need help, prefer not eating because they cannot cook; not going to places because they do not know how to; not eating food of a high quality because they don't want to ask for help in making it easier to eat and are unable to tap into so much of the potential that university life and the world offers. Fourth, given that how few of us there are in mainstream institutions, perhaps it's time we made getting our needs met, rather than making ourselves more palatable to others, the primordial consideration driving our actions. It is not like they find us very palatable in the present state of affairs anyway. Rahul Sent from my iPhone > On Nov 7, 2018, at 1:41 PM, Kassandra Cardenas via NABS-L wrote: > > Hello, > > I was just talking to my partner about your email, and he was telling me > that they do things the same way that they are done here in the US; it is > not the universities responsibility to provide students with the > nonacademic tools that one might need for success. Here in the US, you > would typically contact a vocational rehabilitative service, and they would > direct you to the different programs available for working on these > skills--whether that means going to a center for an extended period of time > to work on core skills, or receiving quicker, more specified training for > certain areas. > > Just in case you don't already know this (and my apologies if any of this > is incorrect, as this is second-hand knowledge, though my partner is also > blind so I can't imagine this being too inaccurate) : > The same is essentially true for the UK. It sounds like each city has a > different "society for the blind", each affiliated with the UK's blindness > organization (the RNIB--royal national institute for the blind). If you > wanted services related to orientation and mobility (so learning how to > navigate to and through a grocery store, for example), my partner tells me > that they do that, at the very least. If they do not offer services > directly related to cooking, organization, and living on one's own, they > should at least have phone numbers and other contact information to further > direct your search. > > The webpage for the oxford association for the blind is here: > https://www.oxeyes.org.uk/website/ > > You can check out the 'helping you' link at the bottom of the page to see > the resources they provide, and the 'contact us' link to find the > information necessary to contact them to schedule an appointment to discuss > your specific situation. The website also says that their office hours are > changing to M-F, 10-3. > > As I'm writing this, my partner also says that if you have a guidedog, you > might want to contact the guidedog organization in the UK to help with > mobility-related concerns, as they would be more specialized and able to > deal with a guidedog situation. > > I hope that this information has been helpful to you! > > Warmest regards, > > Kassandra "K" Cardenas > Pronouns: she/they > University of Texas at Austin | Women's and Gender Studies 2019 > (E): kassandrac at utexas.edu > > "Alone, we can do so little; together, we can do so much." > - Helen Keller > > > On Wed, Nov 7, 2018 at 3:30 AM Roger Newell via NABS-L > wrote: > >> As blindness does not impose limitations on learning to shop, cook and >> stay organized, I cannot see any issues with this. >> >> I understand you are from a developing country where blind people can >> expect to receive support in these non-academic skills, but in >> developed countries, blind people would be taught how these skills in >> the course of their education through their teacher of the visually >> impaired, and I would argue that blind people who have not learned >> these skills should learn them before going to university as >> non-academic skills are just as important as academic skills in >> employment. You may have all the credentials in the world, but not >> being able to care for yourself will limit you as employers may see >> you as a liability. >> >>> On 11/7/18, Rahul Bajaj via NABS-L wrote: >>> Hi Everyone, >>> >>> I recently started studying at the University of Oxford in the UK for >>> my postgraduate education. One feature of the support provided to >>> disabled students here has surprised me: while they are willing to >>> provide any kind of academic support, they provide no nonacademic >>> help, with things like going to the market for shopping, cooking and >>> staying well-organized. >>> >>> I am wondering, just out of academic interest, if this is how things >>> are in the US. For those blind people who possess the wherewithal to >>> do things completely independently, more power to them, but for those >>> who can't I find it hard to fathom how this is not a problem. Surely >>> ou cannot accept students, who may have lived with their parents until >>> now, to become fully independent over night? Also, I'm wondering if >>> the autonomy and freedom to choose of the disabled person, as opposed >>> to a certain conception of independence, should be prioritized here. >>> >>> This article beautifully describes some of these issues, in the words >>> of a blind girl who went to Yale: >>> https://yaledailynews.com/blog/2015/01/23/invisible-disability-at-yale/ >>> >>> >>> >>> Best, >>> Rahul >>> >>> _______________________________________________ >>> NABS-L mailing list >>> NABS-L at nfbnet.org >>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>> To unsubscribe, change your list options or get your account info for >>> NABS-L: >>> >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com >>> >> >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for >> NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/kassandrac%40utexas.edu >> > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/rahul.bajaj1038%40gmail.com From eschlenker at cox.net Thu Nov 8 22:23:03 2018 From: eschlenker at cox.net (Emily Schlenker) Date: Thu, 8 Nov 2018 16:23:03 -0600 Subject: [NABS-L] Nonacademic support in college In-Reply-To: References: Message-ID: <0A1E1A50-595C-4F9F-B50D-514933F3D096@cox.net> Hi. The way I see it, you have two choices: a paid staff, or learning the fundamental skills of living as an independent adult Who is Blind. Acquiring new skills, threw a number of different ways, will dispense with you’re above listed arguments. You do not have to go to a training center, you can contact the resources that another member of the list gave you for help that his local to Oxford. Emily Sent from my iPhone > On Nov 8, 2018, at 11:03 AM, Rahul Bajaj via NABS-L wrote: > > Thank you, Kartik, Roger and Kassandra. > > Roger, to your point first - while being from a developing country has certainly made things harder for me from the standpoint of addressing my nonacademic needs, I would respectfully argue that the notion that a disabled person must possess the wherewithal to do everything independently is one which I find not only unreasonable, but also deeply harmful when imposed on someone under the guise of making them more employable or some such. At any rate, that is your view and people can disagree about this and that's fine. > > Kartik, while programmes do exist in the West for this kind of training, people have told me that they are often far too long for themv to be viable for many. > > Third, and more broadly, I have seen blind students, who because they have been taught to think that they must do everything independently and shouldn't need help, prefer not eating because they cannot cook; not going to places because they do not know how to; not eating food of a high quality because they don't want to ask for help in making it easier to eat and are unable to tap into so much of the potential that university life and the world offers. > > Fourth, given that how few of us there are in mainstream institutions, perhaps it's time we made getting our needs met, rather than making ourselves more palatable to others, the primordial consideration driving our actions. It is not like they find us very palatable in the present state of affairs anyway. > > Rahul > > Sent from my iPhone > >> On Nov 7, 2018, at 1:41 PM, Kassandra Cardenas via NABS-L wrote: >> >> Hello, >> >> I was just talking to my partner about your email, and he was telling me >> that they do things the same way that they are done here in the US; it is >> not the universities responsibility to provide students with the >> nonacademic tools that one might need for success. Here in the US, you >> would typically contact a vocational rehabilitative service, and they would >> direct you to the different programs available for working on these >> skills--whether that means going to a center for an extended period of time >> to work on core skills, or receiving quicker, more specified training for >> certain areas. >> >> Just in case you don't already know this (and my apologies if any of this >> is incorrect, as this is second-hand knowledge, though my partner is also >> blind so I can't imagine this being too inaccurate) : >> The same is essentially true for the UK. It sounds like each city has a >> different "society for the blind", each affiliated with the UK's blindness >> organization (the RNIB--royal national institute for the blind). If you >> wanted services related to orientation and mobility (so learning how to >> navigate to and through a grocery store, for example), my partner tells me >> that they do that, at the very least. If they do not offer services >> directly related to cooking, organization, and living on one's own, they >> should at least have phone numbers and other contact information to further >> direct your search. >> >> The webpage for the oxford association for the blind is here: >> https://www.oxeyes.org.uk/website/ >> >> You can check out the 'helping you' link at the bottom of the page to see >> the resources they provide, and the 'contact us' link to find the >> information necessary to contact them to schedule an appointment to discuss >> your specific situation. The website also says that their office hours are >> changing to M-F, 10-3. >> >> As I'm writing this, my partner also says that if you have a guidedog, you >> might want to contact the guidedog organization in the UK to help with >> mobility-related concerns, as they would be more specialized and able to >> deal with a guidedog situation. >> >> I hope that this information has been helpful to you! >> >> Warmest regards, >> >> Kassandra "K" Cardenas >> Pronouns: she/they >> University of Texas at Austin | Women's and Gender Studies 2019 >> (E): kassandrac at utexas.edu >> >> "Alone, we can do so little; together, we can do so much." >> - Helen Keller >> >> >> On Wed, Nov 7, 2018 at 3:30 AM Roger Newell via NABS-L >> wrote: >> >>> As blindness does not impose limitations on learning to shop, cook and >>> stay organized, I cannot see any issues with this. >>> >>> I understand you are from a developing country where blind people can >>> expect to receive support in these non-academic skills, but in >>> developed countries, blind people would be taught how these skills in >>> the course of their education through their teacher of the visually >>> impaired, and I would argue that blind people who have not learned >>> these skills should learn them before going to university as >>> non-academic skills are just as important as academic skills in >>> employment. You may have all the credentials in the world, but not >>> being able to care for yourself will limit you as employers may see >>> you as a liability. >>> >>>> On 11/7/18, Rahul Bajaj via NABS-L wrote: >>>> Hi Everyone, >>>> >>>> I recently started studying at the University of Oxford in the UK for >>>> my postgraduate education. One feature of the support provided to >>>> disabled students here has surprised me: while they are willing to >>>> provide any kind of academic support, they provide no nonacademic >>>> help, with things like going to the market for shopping, cooking and >>>> staying well-organized. >>>> >>>> I am wondering, just out of academic interest, if this is how things >>>> are in the US. For those blind people who possess the wherewithal to >>>> do things completely independently, more power to them, but for those >>>> who can't I find it hard to fathom how this is not a problem. Surely >>>> ou cannot accept students, who may have lived with their parents until >>>> now, to become fully independent over night? Also, I'm wondering if >>>> the autonomy and freedom to choose of the disabled person, as opposed >>>> to a certain conception of independence, should be prioritized here. >>>> >>>> This article beautifully describes some of these issues, in the words >>>> of a blind girl who went to Yale: >>>> https://yaledailynews.com/blog/2015/01/23/invisible-disability-at-yale/ >>>> >>>> >>>> >>>> Best, >>>> Rahul >>>> >>>> _______________________________________________ >>>> NABS-L mailing list >>>> NABS-L at nfbnet.org >>>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>>> To unsubscribe, change your list options or get your account info for >>>> NABS-L: >>>> >>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com >>>> >>> >>> _______________________________________________ >>> NABS-L mailing list >>> NABS-L at nfbnet.org >>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>> To unsubscribe, change your list options or get your account info for >>> NABS-L: >>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/kassandrac%40utexas.edu >>> >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/rahul.bajaj1038%40gmail.com > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/eschlenker%40cox.net From cricketbidleman at gmail.com Fri Nov 9 00:29:55 2018 From: cricketbidleman at gmail.com (Cricket Bidleman) Date: Thu, 8 Nov 2018 16:29:55 -0800 Subject: [NABS-L] Fwd: [Nfbc-info] This Saturday: Browse the best in adaptive tech at LightHouse in San Francisco References: <8021c5a18dbf4b71907e6d934185ca07@1155-009.core.lighthouse-sf.org> Message-ID: <2B3BB2E5-2211-43BC-970A-FB9C3D7586E0@gmail.com> Sent from my iPhone Begin forwarded message: > From: LightHouse for the Blind and Visually Impaired via NFBC-Info > Date: November 8, 2018 at 16:09:52 PST > To: "nfbc-info at nfbnet.org" > Cc: LightHouse for the Blind and Visually Impaired > Subject: [Nfbc-info] This Saturday: Browse the best in adaptive tech at LightHouse in San Francisco > Reply-To: NFB of California List > > LightHouse's AT department is ahead of the curve on bringing our community the tools and education necessary to be tech-savvy. Last month, they held a conference to "train the trainers" about the latest methods in access tech training and beyond. > > Our experts understand that finding the right piece of access technology can be overwhelming. So, they crafted an event to help. > > What: Select the Right Tech > When: November 10, 2018, 12:00 P.M. to 4:00 P.M. > Where: LightHouse for the Blind and Visually Impaired 1155 Market St 10th Floor San Francisco, CA 94103 > > LightHouse has invited a variety of access technology vendors to come show you magnification, braille displays, hand held devices, apps and more! You can browse the vendor tables, compare devices and ask questions. > > While you're here, chat with a Lighthouse technology specialist to get tips on selecting the right technology to meet your individual needs, and learn how you can receive training on your access technology here at the Lighthouse. > > We'll have vendors from Access Ingenuity, Google, HumanWare, IRTI, HIMS Inc., NorthState Assistive Technology, Library for the Blind and Print Disabled at San Francisco Public Library, Sterling Adaptives, SUNU and LightHouse's own Adaptations Store and MAD Lab. > > We're offering a chance to see, first-hand, the latest and greatest in access technology, so don't miss this! For questions, or to RSVP, contact Shen Kuan at skuan at lighthouse-sf.org or (415) 694-7312.? Even if you can't attend, help us spread the word: Invite your friends and bookmark Select the Right Tech on Facebook?.? > > > We're hiring! Join the LightHouse team. > _______________________________________________ > NFBC-Info mailing list > NFBC-Info at nfbnet.org > http://nfbnet.org/mailman/listinfo/nfbc-info_nfbnet.org > To unsubscribe, change your list options or get your account info for NFBC-Info: > http://nfbnet.org/mailman/options/nfbc-info_nfbnet.org/cricketbidleman%40gmail.com From inscriptioelectronicaaustralia at gmail.com Fri Nov 9 01:59:54 2018 From: inscriptioelectronicaaustralia at gmail.com (Roger Newell) Date: Fri, 9 Nov 2018 12:59:54 +1100 Subject: [NABS-L] Nonacademic support in college In-Reply-To: References: Message-ID: I was going to argue with your opinions, but I don't think I'll convince you. so I hope that you are convinced by the hundreds of people in the stories I'll put a link to below. Please read some of these stories. https://nfb.org/kernel-books On 11/9/18, Rahul Bajaj via NABS-L wrote: > Thank you, Kartik, Roger and Kassandra. > > Roger, to your point first - while being from a developing country has > certainly made things harder for me from the standpoint of addressing my > nonacademic needs, I would respectfully argue that the notion that a > disabled person must possess the wherewithal to do everything independently > is one which I find not only unreasonable, but also deeply harmful when > imposed on someone under the guise of making them more employable or some > such. At any rate, that is your view and people can disagree about this and > that's fine. > > Kartik, while programmes do exist in the West for this kind of training, > people have told me that they are often far too long for themv to be viable > for many. > > Third, and more broadly, I have seen blind students, who because they have > been taught to think that they must do everything independently and > shouldn't need help, prefer not eating because they cannot cook; not going > to places because they do not know how to; not eating food of a high quality > because they don't want to ask for help in making it easier to eat and are > unable to tap into so much of the potential that university life and the > world offers. > > Fourth, given that how few of us there are in mainstream institutions, > perhaps it's time we made getting our needs met, rather than making > ourselves more palatable to others, the primordial consideration driving our > actions. It is not like they find us very palatable in the present state of > affairs anyway. > > Rahul > > Sent from my iPhone > >> On Nov 7, 2018, at 1:41 PM, Kassandra Cardenas via NABS-L >> wrote: >> >> Hello, >> >> I was just talking to my partner about your email, and he was telling me >> that they do things the same way that they are done here in the US; it is >> not the universities responsibility to provide students with the >> nonacademic tools that one might need for success. Here in the US, you >> would typically contact a vocational rehabilitative service, and they >> would >> direct you to the different programs available for working on these >> skills--whether that means going to a center for an extended period of >> time >> to work on core skills, or receiving quicker, more specified training for >> certain areas. >> >> Just in case you don't already know this (and my apologies if any of this >> is incorrect, as this is second-hand knowledge, though my partner is also >> blind so I can't imagine this being too inaccurate) : >> The same is essentially true for the UK. It sounds like each city has a >> different "society for the blind", each affiliated with the UK's >> blindness >> organization (the RNIB--royal national institute for the blind). If you >> wanted services related to orientation and mobility (so learning how to >> navigate to and through a grocery store, for example), my partner tells >> me >> that they do that, at the very least. If they do not offer services >> directly related to cooking, organization, and living on one's own, they >> should at least have phone numbers and other contact information to >> further >> direct your search. >> >> The webpage for the oxford association for the blind is here: >> https://www.oxeyes.org.uk/website/ >> >> You can check out the 'helping you' link at the bottom of the page to see >> the resources they provide, and the 'contact us' link to find the >> information necessary to contact them to schedule an appointment to >> discuss >> your specific situation. The website also says that their office hours >> are >> changing to M-F, 10-3. >> >> As I'm writing this, my partner also says that if you have a guidedog, >> you >> might want to contact the guidedog organization in the UK to help with >> mobility-related concerns, as they would be more specialized and able to >> deal with a guidedog situation. >> >> I hope that this information has been helpful to you! >> >> Warmest regards, >> >> Kassandra "K" Cardenas >> Pronouns: she/they >> University of Texas at Austin | Women's and Gender Studies 2019 >> (E): kassandrac at utexas.edu >> >> "Alone, we can do so little; together, we can do so much." >> - Helen Keller >> >> >> On Wed, Nov 7, 2018 at 3:30 AM Roger Newell via NABS-L >> >> wrote: >> >>> As blindness does not impose limitations on learning to shop, cook and >>> stay organized, I cannot see any issues with this. >>> >>> I understand you are from a developing country where blind people can >>> expect to receive support in these non-academic skills, but in >>> developed countries, blind people would be taught how these skills in >>> the course of their education through their teacher of the visually >>> impaired, and I would argue that blind people who have not learned >>> these skills should learn them before going to university as >>> non-academic skills are just as important as academic skills in >>> employment. You may have all the credentials in the world, but not >>> being able to care for yourself will limit you as employers may see >>> you as a liability. >>> >>>> On 11/7/18, Rahul Bajaj via NABS-L wrote: >>>> Hi Everyone, >>>> >>>> I recently started studying at the University of Oxford in the UK for >>>> my postgraduate education. One feature of the support provided to >>>> disabled students here has surprised me: while they are willing to >>>> provide any kind of academic support, they provide no nonacademic >>>> help, with things like going to the market for shopping, cooking and >>>> staying well-organized. >>>> >>>> I am wondering, just out of academic interest, if this is how things >>>> are in the US. For those blind people who possess the wherewithal to >>>> do things completely independently, more power to them, but for those >>>> who can't I find it hard to fathom how this is not a problem. Surely >>>> ou cannot accept students, who may have lived with their parents until >>>> now, to become fully independent over night? Also, I'm wondering if >>>> the autonomy and freedom to choose of the disabled person, as opposed >>>> to a certain conception of independence, should be prioritized here. >>>> >>>> This article beautifully describes some of these issues, in the words >>>> of a blind girl who went to Yale: >>>> https://yaledailynews.com/blog/2015/01/23/invisible-disability-at-yale/ >>>> >>>> >>>> >>>> Best, >>>> Rahul >>>> >>>> _______________________________________________ >>>> NABS-L mailing list >>>> NABS-L at nfbnet.org >>>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>>> To unsubscribe, change your list options or get your account info for >>>> NABS-L: >>>> >>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com >>>> >>> >>> _______________________________________________ >>> NABS-L mailing list >>> NABS-L at nfbnet.org >>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>> To unsubscribe, change your list options or get your account info for >>> NABS-L: >>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/kassandrac%40utexas.edu >>> >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for >> NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/rahul.bajaj1038%40gmail.com > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com > From president.iabs at gmail.com Fri Nov 9 23:05:12 2018 From: president.iabs at gmail.com (Kathryn Olsen) Date: Fri, 9 Nov 2018 23:05:12 +0000 Subject: [NABS-L] Iowa Summer Youth Counselor Position Message-ID: Good evening students, Check out the great job opportunity included below. Iowa Department for the Blind JOB ANNOUNCEMENT Summer Youth Counselor Closing Date: January 7, 2019 LOCATION: Des Moines, Iowa PART TIME/FULL TIME STATUS: up to 12 Temporary Full-Time Positions SALARY: $16.36/hr. Expected total salary to be approximately $7,500. JOB DESCRIPTION: Temporary Summer Youth Counselors will support the mission, vision and values of the Iowa Department for the Blind. Counselors will mentor youth ages 14-21 during IDB’s two month residential summer program. Roles will be assigned based on staff skills and interests, but will include assisting to teach alternative techniques of blindness through classes such as braille, cane travel, assistive technology, home and personal management and woodshop, or teaching alternative techniques of blindness through assisting students in their apartments and during evening and weekend activities. Examples of duties: Support student learning through braille, technology, home management, shop and cane travel instruction. Reinforce blindness skills learned in Orientation Center classes through assisting students with daily living tasks, meal planning and preparation, laundry, homework, and cleaning and organizing apartments. Assist students in participating in activities in the community such as eating at restaurants, shopping, bowling and rock climbing. Reinforce proper cane technique and other nonvisual skills during these activities. Serve as a role model to students in the use of nonvisual techniques and problem-solving skills. Ensure safety of students by monitoring student behavior and the student living areas. Communicate with other summer program staff regarding student needs and progress. Document student progress including written student reports at the end of the summer. Perform other duties as assigned. Essential functions of this position: Demonstrate and promote a positive philosophy of blindness Monitor student behavior and living areas Communicate effectively, verbally and in writing, in the English language. Demonstrate proper use of the long White cane Read and write braille Actively participate in all summer program activities Work Schedule: April 5-7 2019, staff training weekend May 28 – August 15, 2019, primary time of employment Summer youth counselors will work approximately forty hours per week, with the potential for overtime. Schedules will vary based on assigned duties. It is the policy of the Department for the Blind to conduct background checks on all finalist candidates prior to any offer of employment. MINIMUM QUALIFICATIONS: High school diploma or equivalent TO APPLY: Note: This is a courtesy posting for a non merit position. Positions in this class are exempt from the screening and referral requirements of the Iowa Department of Administrative Services – Human Resources Enterprise. Applications to DAS-HRE only, will not be considered. Interested applicants must send a cover letter and resume to: Helen Stevens Education and Training Director Iowa Department for the Blind 524 Fourth Street Des Moines, IA 50309 helen.stevens at blind.state.ia.us Katy Olsen President | Iowa Association of Blind Students 2nd Vice President | National Federation of the Blind of Iowa 515.783.4522 | president.iabs at gmail.com From dandrews at visi.com Sat Nov 10 03:53:28 2018 From: dandrews at visi.com (David Andrews) Date: Fri, 09 Nov 2018 21:53:28 -0600 Subject: [NABS-L] Iowa Youth Counselor Position Message-ID: > >Iowa Department for the Blind >JOB ANNOUNCEMENT > >Summer Youth Counselor >Closing Date: January 7, 2019 >LOCATION: Des Moines, Iowa > >PART TIME/FULL TIME STATUS: up to 12 Temporary Full-Time Positions >SALARY: $16.36/hr. Expected total salary to be approximately $7,500. > >JOB DESCRIPTION: > >Temporary Summer Youth Counselors will support >the mission, vision and values of the Iowa >Department for the Blind. Counselors will mentor >youth ages 14-21 during IDB’s two month >residential summer program. Roles will be >assigned based on staff skills and interests, >but will include assisting to teach alternative >techniques of blindness through classes such as >braille, cane travel, assistive technology, home >and personal management and woodshop, or >teaching alternative techniques of blindness >through assisting students in their apartments >and during evening and weekend activities. > >Examples of duties: > > >Support student learning through braille, >technology, home management, shop and cane travel instruction. > >Reinforce blindness skills learned in >Orientation Center classes through assisting >students with daily living tasks, meal planning >and preparation, laundry, homework, and cleaning and organizing apartments. > >Assist students in participating in activities >in the community such as eating at restaurants, >shopping, bowling and rock climbing. Reinforce >proper cane technique and other nonvisual skills during these activities. > >Serve as a role model to students in the use of >nonvisual techniques and problem-solving skills. >Ensure safety of students by monitoring student >behavior and the student living areas. >Communicate with other summer program staff >regarding student needs and progress. Document >student progress including written student reports at the end of the summer. >Perform other duties as assigned. > >Essential functions of this position: > >Demonstrate and promote a positive philosophy of blindness >Monitor student behavior and living areas >Communicate effectively, verbally and in writing, in the English language. >Demonstrate proper use of the long White cane >Read and write braille >Actively participate in all summer program activities > >Work Schedule: >April 5-7 2019, staff training weekend >May 28 – August 15, 2019, primary time of employment >Summer youth counselors will work approximately >forty hours per week, with the potential for >overtime. Schedules will vary based on assigned duties. > >It is the policy of the Department for the Blind >to conduct background checks on all finalist >candidates prior to any offer of employment. > > MINIMUM QUALIFICATIONS: >High school diploma or equivalent > >TO APPLY: >Note: This is a courtesy posting for a non merit position. > >Positions in this class are exempt from the >screening and referral requirements of the Iowa >Department of Administrative Services – Human >Resources Enterprise. Applications to DAS-HRE only, will not be considered. > >Interested applicants must send a cover letter and resume to: >Helen Stevens >Education and Training Director >Iowa Department for the Blind >524 Fourth Street >Des Moines, IA 50309 >helen.stevens at blind.state.ia.us > >Katy Olsen > >President | Iowa Association of Blind Students >2nd Vice President | National Federation of the Blind of Iowa >515.783.4522 | president.iabs at gmail.com From cookcafe at sc.rr.com Tue Nov 13 00:08:12 2018 From: cookcafe at sc.rr.com (Steve & Shannon Cook) Date: Mon, 12 Nov 2018 19:08:12 -0500 Subject: [NABS-L] Text to Give Campaign In-Reply-To: References: Message-ID: <005601d47ae4$f8dd93b0$ea98bb10$@sc.rr.com> Hi Johna I would like to speak to you off list pertaining to Text to Give. I am interested in how you set this up for your organization. Below is my Email address for my cell phone. Steve1967ipod at gmail.com Steve Cook District 2 State Board Member of the NFB of SC 1st Vice President of the Computer Science & Technology Division of the NFB of SC 1st Vice President of the Columbia Chapter of the NFB of SC www.nfbofsc.org -----Original Message----- From: NABS-L On Behalf Of Johna Wright via NABS-L Sent: Saturday, November 03, 2018 5:14 PM To: nabs-l at nfbnet.org Cc: johnawright98 at gmail.com Subject: [NABS-L] Text to Give Campaign Hello Students! In the sprit of giving in the month of November, The National Association of Blind Students is pushing its fundraising efforts all month long. In order to do so, we need your help! We are excited to launch our Text to Give campaign this month. What is Text to Give you ask? It is simple! All people need to do is text blindstudents (no caps no spaces) to the number 855 202 2100 and from there potential donors will get a message with easy to follow instructions. Here is where we need your help! Share that number and code word with your friends and family on your social media along with a story about your educational experience as a blind student. We could really use your help in the effort. Help NABS and its efforts in supporting you. Lets make this holiday season a joyous one for the National Association of Blind Students. Cheers, Johna Wright Vice President, National Federation of the Blind Community Service Division Social Media Chair, National Association of Blind Students _______________________________________________ NABS-L mailing list NABS-L at nfbnet.org http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org To unsubscribe, change your list options or get your account info for NABS-L: http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/cookcafe%40sc.rr.com From mauraloberg at gmail.com Tue Nov 13 23:39:39 2018 From: mauraloberg at gmail.com (Maura Loberg) Date: Tue, 13 Nov 2018 17:39:39 -0600 Subject: [NABS-L] struggling in math classes Message-ID: Hey everybody, I am having a problem that is not necesarily urgent but I would like your ideas in a timely fashion. I am working to earn and keep a 4.0 in school, and in my other classes, this is happening. Unfortunately, I am majorly struggling with the math class required as a senior, it is Algebra II. I have never been good at math, and it seems that no matter what I do, I can't get decent grades on assignments and tests. I have a paid tutor who helps me understand certain things and fills the holes left by my instructor. I understand the materials well enough I believe, but I am having issues executing on paper. Are there any methods that you guys have used to study/understand/take notes/test in these courses. I will have to take college math so these ideas will definitely be put to good use. This is extremely frustrating since I have As in just about everything else, and I just can't seem to get my math grades to where I want them, no matter what I try. Thanks for your help in advance! Sent from my iPhone From mausam.mehta.nfb at gmail.com Wed Nov 14 00:15:09 2018 From: mausam.mehta.nfb at gmail.com (Mausam Mehta) Date: Tue, 13 Nov 2018 19:15:09 -0500 Subject: [NABS-L] struggling in math classes In-Reply-To: References: Message-ID: <45CCC4FA-1080-42CD-943D-81D83293C9EB@gmail.com> Hey Maura, So this one’s a little tricky. From what I’ve noticed, you either like math or you don’t. Your success in the class generally depend on how much you understand the material, and how much work/time you put into it. From what you said here, it seems that you are receiving all the materials, and The next step is being able to really understand and study them affectively. One of the things I might suggest is trying to get as much of your materials in braille as possible. I think it really makes a difference being able to see it all written out on paper. I understand, however, that it’s really hard to get a hold of braille for a lot of people, depending on TVI services and fun things like that. So if you can’t get hard copies, maybe try reading in entering your mathematical notation into a refreshable braille Device like a notetaker or a braille display hooked up to a computer. I feel like a hypocrite saying all of this, because by the time I reached Calc 3, I did all of my math work on a computer with jaws. But I definitely think that braille, if you have access to it and if that is what you are comfortable with, will make a difference. Another thing I might suggest is talking directly to your teacher. Maybe ask for sometime during the week where you can really hammer down some of these concepts, presented in a different way than in class. Usually, an alternative explanation has a lot of merit and can reframe the material so that it makes more sense. The final piece of advice I can offer is to be a little easier on yourself. I totally understand the drive to get a perfect 4.0, especially in high school. There's so much pressure to be at the top, with college apps and scholarships. But you also have to remember that you're trying your hardest, and that's enough. If you don't get an a plus in this class, it's ok. There's so much more about you that will stand out than a grade in math. Sorry for the mini sermon. Call or text me any time if you need to go over anything. Best, Mausam Mehta Board member | National Association of blind students A proud division of the National Federation of the blind (540) 466-6033 mausam.mehta.nfb at gmail.com | www.nabslink.org > On Nov 13, 2018, at 6:39 PM, Maura Loberg via NABS-L wrote: > > Hey everybody, I am having a problem that is not necesarily urgent but I would like your ideas in a timely fashion. I am working to earn and keep a 4.0 in school, and in my other classes, this is happening. Unfortunately, I am majorly struggling with the math class required as a senior, it is Algebra II. I have never been good at math, and it seems that no matter what I do, I can't get decent grades on assignments and tests. I have a paid tutor who helps me understand certain things and fills the holes left by my instructor. I understand the materials well enough I believe, but I am having issues executing on paper. Are there any methods that you guys have used to study/understand/take notes/test in these courses. I will have to take college math so these ideas will definitely be put to good use. This is extremely frustrating since I have As in just about everything else, and I just can't seem to get my math grades to where I want them, no matter what I try. Thanks for your help in advance! > > Sent from my iPhone > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/mausam.mehta.nfb%40gmail.com From ahbeeorton at yahoo.com Wed Nov 14 01:42:27 2018 From: ahbeeorton at yahoo.com (Ahbee Orton) Date: Tue, 13 Nov 2018 19:42:27 -0600 Subject: [NABS-L] struggling in math classes In-Reply-To: <45CCC4FA-1080-42CD-943D-81D83293C9EB@gmail.com> References: <45CCC4FA-1080-42CD-943D-81D83293C9EB@gmail.com> Message-ID: <2AAA150E-DE0E-4F4D-8B42-8709662F9DDF@yahoo.com> Hi Maura, I have gone through some tough math classes, some tough science classes, and now AP Economics, so I understand some of your struggle. For me, I did multiple things to understand concepts. I read a Brailled paper copy ofa textbook with all or most of the concepts in it. I'm a visual learner, so this truly made a difference for me. I could touch the graphs, diagrams, and charts. Next, I would suggest directly talking to your teacher, just like it has been mentioned before. I go see my teacherggs′ during his or her planning and/or during my lunch hour. He or she can also utilize the Sensational Drawing Board and/or a Draftsman and/or an InTact drawing board. All of these tools have made life in graphic based classes so helpful! Now, one year, I also used a board that you can get ′I think from APH but not completely certain′ that has nuxbers, math symbols, and letters that are magnetic and that can be moved around on a board. This allowed the teacher and I to work together and see what we were doing in a horizontal or vertical format, depending on the concept and how it should be presented. I hope these ideas help! Blessings, Ahbee “Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It does not dishonor others, it is not self-seeking, it is not easily angered, it keeps no record of wrongs. Love does not delight in evil but rejoices with the truth. It always protects, always trusts, always hopes, always perseveres.” 1 Corinthians 13:4-7 NIV > On Nov 13, 2018, at 6:15 PM, Mausam Mehta via NABS-L wrote: > > Hey Maura, > So this one’s a little tricky. From what I’ve noticed, you either like math or you don’t. Your success in the class generally depend on how much you understand the material, and how much work/time you put into it. From what you said here, it seems that you are receiving all the materials, and The next step is being able to really understand and study them affectively. > One of the things I might suggest is trying to get as much of your materials in braille as possible. I think it really makes a difference being able to see it all written out on paper. I understand, however, that it’s really hard to get a hold of braille for a lot of people, depending on TVI services and fun things like that. So if you can’t get hard copies, maybe try reading in entering your mathematical notation into a refreshable braille Device like a notetaker or a braille display hooked up to a computer. I feel like a hypocrite saying all of this, because by the time I reached Calc 3, I did all of my math work on a computer with jaws. But I definitely think that braille, if you have access to it and if that is what you are comfortable with, will make a difference. > Another thing I might suggest is talking directly to your teacher. Maybe ask for sometime during the week where you can really hammer down some of these concepts, presented in a different way than in class. Usually, an alternative explanation has a lot of merit and can reframe the material so that it makes more sense. > The final piece of advice I can offer is to be a little easier on yourself. I totally understand the drive to get a perfect 4.0, especially in high school. There's so much pressure to be at the top, with college apps and scholarships. But you also have to remember that you're trying your hardest, and that's enough. If you don't get an a plus in this class, it's ok. There's so much more about you that will stand out than a grade in math. > Sorry for the mini sermon. Call or text me any time if you need to go over anything. > Best, > > > Mausam Mehta > Board member | National Association of blind students > A proud division of the National Federation of the blind > (540) 466-6033 > mausam.mehta.nfb at gmail.com > | > www.nabslink.org > >> On Nov 13, 2018, at 6:39 PM, Maura Loberg via NABS-L wrote: >> >> Hey everybody, I am having a problem that is not necesarily urgent but I would like your ideas in a timely fashion. I am working to earn and keep a 4.0 in school, and in my other classes, this is happening. Unfortunately, I am majorly struggling with the math class required as a senior, it is Algebra II. I have never been good at math, and it seems that no matter what I do, I can't get decent grades on assignments and tests. I have a paid tutor who helps me understand certain things and fills the holes left by my instructor. I understand the materials well enough I believe, but I am having issues executing on paper. Are there any methods that you guys have used to study/understand/take notes/test in these courses. I will have to take college math so these ideas will definitely be put to good use. This is extremely frustrating since I have As in just about everything else, and I just can't seem to get my math grades to where I want them, no matter what I try. Thanks for your help in advance! >> >> Sent from my iPhone >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/mausam.mehta.nfb%40gmail.com > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/ahbeeorton%40yahoo.com From carlymih at comcast.net Wed Nov 14 03:14:17 2018 From: carlymih at comcast.net (Carly Mihalakis) Date: Tue, 13 Nov 2018 19:14:17 -0800 Subject: [NABS-L] Struggling in Math Class In-Reply-To: References: Message-ID: Evening, Elizabeth, Always provide your own specific accommodation. Failure to do this, I fear, might position you upon the receiving end of some run-around as you've already seen. They're gonna come up with any reason not to work with a blind FUX, so I would find some facility with the material before demonstrating for the powers that be that you, too, deserve some tutelage in the center because after all, you have some working knowledge of the material, at least enough for some tutors to help you out. Car 408-209-3239/7/2018, Elizabeth Mohnke via NABS-L wrote: >Hello All, > >Last week my college algebra class started working on log functions. >And they make absolutely no sense to me. And I am not completely >sure how to go about understanding this part of the class. > >The office hours for my professor are either when I am in another >class or when the embedded tutor for the class is running study >sessions for this class. When I asked the embedded tutor for this >class where else I could get help to understand this material, I was >told that I could receive more tutoring from other tutors in the >tutoring center. > >However, when I went to the tutoring center to ask about how I could >set up the one-on-one tutoring appointments that the embedded tutor >suggested, I was told this was something they no longer do. And >whenever I go to the tutoring center for walk-in tutoring, I am told >that no one is available because they already have enough students >in their tutoring groups. > >Since the student employees at the front desk could not tell me what >else I could do to receive the tutoring I need to understand the >material for my class, their supervisor came out to talk to me, and >I had a rather frustrating conversations with her. I was reminded >that the tutoring center did not hire enough math tutors to meet the >needs of the students on campus. Therefore, they are not able to >provide me with a tutor because the job of a tutor should not >include reading the material to me when they are tutoring me. > >The materials for my math class are not accessible, so I need to use >a reader whenever I am working on my math class. And I have been >doing rather well in my math class up until this point in my math >class. But the disabilities office is also short on readers and they >do not have any readers with higher level math experience that is >required to be a good effective reader. So there are times when I go >to the tutoring center to find someone to help complete my homework >for this class. > >But now that I am looking for a tutor to help me understand the >material, it appears as though the tutoring office thinks I am >looking for a reader and not a tutor. And I am not able to convince >them that I am looking for a tutor and not a reader despite how many >times I repeat myself. > >I have tried reading through the examples in the homework as well as >the textbook with my reader. But it all sounds rather confusing to >me. And so I am really out of ideas as to what to do to understand >this material for my math class. Does anyone have any suggestions as >to what I might be able to do? Any suggestions would be appreciated. > >Thanks, >Elizabeth >So does anyone have any ideas as >_______________________________________________ >NABS-L mailing list >NABS-L at nfbnet.org >http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >To unsubscribe, change your list options or get your account info for NABS-L: >http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/carlymih%40comcast.net From redwing731 at gmail.com Wed Nov 14 07:37:11 2018 From: redwing731 at gmail.com (Kendra Schaber) Date: Tue, 13 Nov 2018 23:37:11 -0800 Subject: [NABS-L] Math query: Message-ID: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> Hi all! I have a math query that I’m trying to solve. Starting in the winter, I’m going to start my climatology degree. The degree requires a lot of math and a lot of science. There are several factors in this one but I’m asking all over the map for advise. I’m also not planning on taking courses in the coming summer because of a good chance of attending the NFB National Convention. I was informed that the summer classes are short anyway. I have been advised against it by everyone who I discussed summer to so far. Because of this thing regarding summer, this gives me another much bigger. query that I’m on a quest to solve. Before I get to the query itself, I need to put some factors on the table first. I might not get all of them but that’s all right because I have plans to delve deeper into factors that I’m not even aware of at this time. I’ll lay out the ones that I am aware of here because I want the best advise I can get from you all giving the information that I include here. My first class is Math111 which is an Algebra class. I only go up from there. I have to take more algebra classes, calcus, statistics and the like. I might even have to go higher than that in math. I have always either struggled in math or felt as though I have struggled in math. I have even used a math tutor in past math classes. That’s even taking into account of accessable technology at the time and my math skills to begin with. One problem that I have ran into when taking math classes in the past which includes the best tech avalible at the time and a math tutor is shear burn out. I simply want to avoid as much of that as possible. But I also want to keep the degree moving along the way the whole time I’m in school. I don’t know how Math112 will look in terms of studdying hours, homework and so fforth. But for now, I’ll use Math111 for example. I got my updated cylabus today and it calculated that on averige, a student requires around 2 to 3 hours of homework each hour of class. Since I have to take this class for one hour each week day, that means that I have to put in around 3 to 4 hours of my day devoted to math, including the classroom itself. I’m not including for unforseen factors of course. I’m just going off of the numbers the cylabus gave me in print. I might be faster, I might be slower. I might even change speed depending on when I run into parts that I master quickly and then run into parts that I struggle with the whole time I’m working. But that last factor is totally unperdictable. But I have the best technology I know of and I’m trying to sort out if I’m going to run into something that is totally inaccessible before I dare attempt at trying it in the class room. I think that if it’s totally inaccessible, that it’s too late to work around it except for compleetly unforseen surprises that are also unperdictable. I’m trying to sort out as many problems ahead of time as possible so that college will be a bit smoother. One factor that I don’t know anything about yet is how my writing class will look like. I don’t know what it’s homework load will look like. I also don’t know my schedule for my writing class will be like either. In fact, I know nothing about my writing class except for the fact that it’s called Writing90. That’s it!!! In any case, I also need to sort out my spring schedule followed up by my fall of 2019 schedule so that I can get my financial aid sorted out. On top of that, there are some classes that if I don’t take in the fall, I have to wait a whole year before I can make another attempt. I have to pick my advisor at the Counseling Center to sort that factor out. I have already scheduled that appointment. But I also have classes that are shorter and only take one term to cover. I’m not sure what those classes are without looking at my degree first. I do know this, I also have a writing class that I’m taking in the winter. I also have another writing class that I’m taking in the spring term. I have the option of taking another math class in the spring term as well. I also have the option of taking a math class in the fall term as well. I also have the option of taking a math class in the spring and another math class in the fall. I also have the option of taking my writing class along with something else that is not math in the spring term and then saving the next math class in the fall term. Mind you, no mater the options I have listed, the writing class is a constant class in the winter term and the spring term. But not nessearily in the fall term. I could take a science class in the fall term along with a math class. I personally would like to take a math class in the winter along with the writing class and follow that up with my writing class and something else other than math in the spring term. But I’m getting mixed and unsertain feedback on which route to take. Some have suggested that I keep up with the math class but explore all of my options. Others were simply, unsure. Still others said to get a math tutor. Someone else suggested that I take something that I’m good at in the spring and go back to math in the following fall. I even got someone who is totally unsure which route to take. I’m going to now give this one to you guys to look over and tell me what you think. Which route do you think is best for me to avoid burn out and also keep my degree moving? One: Math and writing in the winter followed by a second math class along with a writing class in the spring term and then taking a third math class in the fall term? Two: Math and writing in the winter followed up by a writing class and something else in the spring and then resuming math class in the following fall term? I have heard both sides of the argument on which route will be best for me. Some people have reported that they do better when they get all of their math classes done at once. Others argued that they favore the break in between classes. I want the best inclusive feedback on this issue. What are your experiences? What do you think of all of this? Also, what is your advise on this cross road? Thank you for taking the time to read this E Mail! Blessed be!!! Kendra Schaber, Chemeketa Community College, 350 Org, Citizen’s Climate Lobby, National Federation of the Blind of Oregon, Capitol Chapter, Salem, Oregon. Home email: Redwing731 at gmail.com Chemeketa Community College Email: Kschaber at my.Chemeketa.edu Phone: 971-599-9991 "When the student is ready, the teacher will appear" Author Unknown. Sent From My iPhone SE. Sent from My Gmail Email. Get Outlook Express for IOS. From santiago.blue.hernandez at gmail.com Wed Nov 14 08:34:36 2018 From: santiago.blue.hernandez at gmail.com (Santiago H) Date: Wed, 14 Nov 2018 00:34:36 -0800 Subject: [NABS-L] Math query: In-Reply-To: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> References: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> Message-ID: <7AB2757C-3012-4195-A142-449B74EE8566@gmail.com> Hello, I'd suggest taking the Algebra class first, and then, if you feel comfortable, you can tackle multiple math classes at once. Everything tends to build up on Algebra, so it doesn't matter what order you take calculus and statistics. Personally, I find statistics easier once you get the hang of the concepts. It requires a lot of practice for some, but it's definitely doable. Sent from my iPhone > On Nov 13, 2018, at 11:37 PM, Kendra Schaber via NABS-L wrote: > > > > Hi all! > I have a math query that I’m trying to solve. Starting in the winter, I’m going to start my climatology degree. The degree requires a lot of math and a lot of science. There are several factors in this one but I’m asking all over the map for advise. I’m also not planning on taking courses in the coming summer because of a good chance of attending the NFB National Convention. I was informed that the summer classes are short anyway. I have been advised against it by everyone who I discussed summer to so far. Because of this thing regarding summer, this gives me another much bigger. query that I’m on a quest to solve. Before I get to the query itself, I need to put some factors on the table first. I might not get all of them but that’s all right because I have plans to delve deeper into factors that I’m not even aware of at this time. I’ll lay out the ones that I am aware of here because I want the best advise I can get from you all giving the information that I include here. My first class is Math111 which is an Algebra class. I only go up from there. I have to take more algebra classes, calcus, statistics and the like. I might even have to go higher than that in math. I have always either struggled in math or felt as though I have struggled in math. I have even used a math tutor in past math classes. That’s even taking into account of accessable technology at the time and my math skills to begin with. One problem that I have ran into when taking math classes in the past which includes the best tech avalible at the time and a math tutor is shear burn out. I simply want to avoid as much of that as possible. But I also want to keep the degree moving along the way the whole time I’m in school. I don’t know how Math112 will look in terms of studdying hours, homework and so fforth. But for now, I’ll use Math111 for example. I got my updated cylabus today and it calculated that on averige, a student requires around 2 to 3 hours of homework each hour of class. Since I have to take this class for one hour each week day, that means that I have to put in around 3 to 4 hours of my day devoted to math, including the classroom itself. I’m not including for unforseen factors of course. I’m just going off of the numbers the cylabus gave me in print. I might be faster, I might be slower. I might even change speed depending on when I run into parts that I master quickly and then run into parts that I struggle with the whole time I’m working. But that last factor is totally unperdictable. But I have the best technology I know of and I’m trying to sort out if I’m going to run into something that is totally inaccessible before I dare attempt at trying it in the class room. I think that if it’s totally inaccessible, that it’s too late to work around it except for compleetly unforseen surprises that are also unperdictable. I’m trying to sort out as many problems ahead of time as possible so that college will be a bit smoother. One factor that I don’t know anything about yet is how my writing class will look like. I don’t know what it’s homework load will look like. I also don’t know my schedule for my writing class will be like either. In fact, I know nothing about my writing class except for the fact that it’s called Writing90. That’s it!!! In any case, I also need to sort out my spring schedule followed up by my fall of 2019 schedule so that I can get my financial aid sorted out. On top of that, there are some classes that if I don’t take in the fall, I have to wait a whole year before I can make another attempt. I have to pick my advisor at the Counseling Center to sort that factor out. I have already scheduled that appointment. But I also have classes that are shorter and only take one term to cover. I’m not sure what those classes are without looking at my degree first. I do know this, I also have a writing class that I’m taking in the winter. I also have another writing class that I’m taking in the spring term. I have the option of taking another math class in the spring term as well. I also have the option of taking a math class in the fall term as well. I also have the option of taking a math class in the spring and another math class in the fall. I also have the option of taking my writing class along with something else that is not math in the spring term and then saving the next math class in the fall term. Mind you, no mater the options I have listed, the writing class is a constant class in the winter term and the spring term. But not nessearily in the fall term. I could take a science class in the fall term along with a math class. I personally would like to take a math class in the winter along with the writing class and follow that up with my writing class and something else other than math in the spring term. But I’m getting mixed and unsertain feedback on which route to take. Some have suggested that I keep up with the math class but explore all of my options. Others were simply, unsure. Still others said to get a math tutor. Someone else suggested that I take something that I’m good at in the spring and go back to math in the following fall. I even got someone who is totally unsure which route to take. I’m going to now give this one to you guys to look over and tell me what you think. Which route do you think is best for me to avoid burn out and also keep my degree moving? > One: Math and writing in the winter followed by a second math class along with a writing class in the spring term and then taking a third math class in the fall term? > Two: Math and writing in the winter followed up by a writing class and something else in the spring and then resuming math class in the following fall term? > I have heard both sides of the argument on which route will be best for me. Some people have reported that they do better when they get all of their math classes done at once. Others argued that they favore the break in between classes. I want the best inclusive feedback on this issue. What are your experiences? What do you think of all of this? Also, what is your advise on this cross road? > > > Thank you for taking the time to read this E Mail! > Blessed be!!! > Kendra Schaber, > Chemeketa Community College, > 350 Org, > Citizen’s Climate Lobby, > National Federation of the Blind of Oregon, > Capitol Chapter, > Salem, Oregon. > Home email: > Redwing731 at gmail.com > Chemeketa Community College Email: > Kschaber at my.Chemeketa.edu > Phone: > 971-599-9991 > "When the student is ready, the teacher will appear" Author Unknown. > Sent From My iPhone SE. > Sent from My Gmail Email. > Get Outlook Express for IOS. > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/santiago.blue.hernandez%40gmail.com From tyler at tysdomain.com Wed Nov 14 14:39:35 2018 From: tyler at tysdomain.com (Littlefield, Tyler) Date: Wed, 14 Nov 2018 09:39:35 -0500 Subject: [NABS-L] Math query: In-Reply-To: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> References: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> Message-ID: Hello: There are honestly a lot of details here and it's a bit muddled, so here's my two cents. First, do not take double math classes until later, as someone already said. Second, as much as you might want to skip a semester of math, do not do it. You need to keep those skills sharp and if all goes well, consider it giving yourself math-free semesters at the end of your degree. If all does not go well, you have time to work through those issues. Do math classes back to back. If you struggle with math, do not take it as a summer course unless it is your one and only class. Please remember that NFB conventions will always keep happening, and it is not worth sacrificing degree time for a week of fun and networking which you can always pick up at some other point. HTH, On 11/14/2018 2:37 AM, Kendra Schaber via NABS-L wrote: > > Hi all! > I have a math query that I’m trying to solve. Starting in the winter, I’m going to start my climatology degree. The degree requires a lot of math and a lot of science. There are several factors in this one but I’m asking all over the map for advise. I’m also not planning on taking courses in the coming summer because of a good chance of attending the NFB National Convention. I was informed that the summer classes are short anyway. I have been advised against it by everyone who I discussed summer to so far. Because of this thing regarding summer, this gives me another much bigger. query that I’m on a quest to solve. Before I get to the query itself, I need to put some factors on the table first. I might not get all of them but that’s all right because I have plans to delve deeper into factors that I’m not even aware of at this time. I’ll lay out the ones that I am aware of here because I want the best advise I can get from you all giving the information that I include here. My first class is Math111 which is an Algebra class. I only go up from there. I have to take more algebra classes, calcus, statistics and the like. I might even have to go higher than that in math. I have always either struggled in math or felt as though I have struggled in math. I have even used a math tutor in past math classes. That’s even taking into account of accessable technology at the time and my math skills to begin with. One problem that I have ran into when taking math classes in the past which includes the best tech avalible at the time and a math tutor is shear burn out. I simply want to avoid as much of that as possible. But I also want to keep the degree moving along the way the whole time I’m in school. I don’t know how Math112 will look in terms of studdying hours, homework and so fforth. But for now, I’ll use Math111 for example. I got my updated cylabus today and it calculated that on averige, a student requires around 2 to 3 hours of homework each hour of class. Since I have to take this class for one hour each week day, that means that I have to put in around 3 to 4 hours of my day devoted to math, including the classroom itself. I’m not including for unforseen factors of course. I’m just going off of the numbers the cylabus gave me in print. I might be faster, I might be slower. I might even change speed depending on when I run into parts that I master quickly and then run into parts that I struggle with the whole time I’m working. But that last factor is totally unperdictable. But I have the best technology I know of and I’m trying to sort out if I’m going to run into something that is totally inaccessible before I dare attempt at trying it in the class room. I think that if it’s totally inaccessible, that it’s too late to work around it except for compleetly unforseen surprises that are also unperdictable. I’m trying to sort out as many problems ahead of time as possible so that college will be a bit smoother. One factor that I don’t know anything about yet is how my writing class will look like. I don’t know what it’s homework load will look like. I also don’t know my schedule for my writing class will be like either. In fact, I know nothing about my writing class except for the fact that it’s called Writing90. That’s it!!! In any case, I also need to sort out my spring schedule followed up by my fall of 2019 schedule so that I can get my financial aid sorted out. On top of that, there are some classes that if I don’t take in the fall, I have to wait a whole year before I can make another attempt. I have to pick my advisor at the Counseling Center to sort that factor out. I have already scheduled that appointment. But I also have classes that are shorter and only take one term to cover. I’m not sure what those classes are without looking at my degree first. I do know this, I also have a writing class that I’m taking in the winter. I also have another writing class that I’m taking in the spring term. I have the option of taking another math class in the spring term as well. I also have the option of taking a math class in the fall term as well. I also have the option of taking a math class in the spring and another math class in the fall. I also have the option of taking my writing class along with something else that is not math in the spring term and then saving the next math class in the fall term. Mind you, no mater the options I have listed, the writing class is a constant class in the winter term and the spring term. But not nessearily in the fall term. I could take a science class in the fall term along with a math class. I personally would like to take a math class in the winter along with the writing class and follow that up with my writing class and something else other than math in the spring term. But I’m getting mixed and unsertain feedback on which route to take. Some have suggested that I keep up with the math class but explore all of my options. Others were simply, unsure. Still others said to get a math tutor. Someone else suggested that I take something that I’m good at in the spring and go back to math in the following fall. I even got someone who is totally unsure which route to take. I’m going to now give this one to you guys to look over and tell me what you think. Which route do you think is best for me to avoid burn out and also keep my degree moving? > One: Math and writing in the winter followed by a second math class along with a writing class in the spring term and then taking a third math class in the fall term? > Two: Math and writing in the winter followed up by a writing class and something else in the spring and then resuming math class in the following fall term? > I have heard both sides of the argument on which route will be best for me. Some people have reported that they do better when they get all of their math classes done at once. Others argued that they favore the break in between classes. I want the best inclusive feedback on this issue. What are your experiences? What do you think of all of this? Also, what is your advise on this cross road? > > > Thank you for taking the time to read this E Mail! > Blessed be!!! > Kendra Schaber, > Chemeketa Community College, > 350 Org, > Citizen’s Climate Lobby, > National Federation of the Blind of Oregon, > Capitol Chapter, > Salem, Oregon. > Home email: > Redwing731 at gmail.com > Chemeketa Community College Email: > Kschaber at my.Chemeketa.edu > Phone: > 971-599-9991 > "When the student is ready, the teacher will appear" Author Unknown. > Sent From My iPhone SE. > Sent from My Gmail Email. > Get Outlook Express for IOS. > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/tyler%40tysdomain.com -- Take Care, Tyler Littlefield Tyler Littlefield Consulting: website development and business solutions. My personal site My Linkedin @Sorressean on Twitter From inscriptioelectronicaaustralia at gmail.com Wed Nov 14 21:20:54 2018 From: inscriptioelectronicaaustralia at gmail.com (Roger Newell) Date: Thu, 15 Nov 2018 08:20:54 +1100 Subject: [NABS-L] Math query: In-Reply-To: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> References: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> Message-ID: I would suggest reconsidering your choice of a degree. If you have always struggled with math and will likely continue to do so, you are putting your potential for academic success at risk by undertaking a dgree with a significant mathematical component in which much of the material will be even more complex than what you are used to at school. What you are attempting to do is analogous to a person who wants to become an astronaut not being good at science—it simply won't work and you will have lost precious time. On 11/14/18, Kendra Schaber via NABS-L wrote: > > > Hi all! > I have a math query that I’m trying to solve. Starting in the winter, I’m > going to start my climatology degree. The degree requires a lot of math and > a lot of science. There are several factors in this one but I’m asking all > over the map for advise. I’m also not planning on taking courses in the > coming summer because of a good chance of attending the NFB National > Convention. I was informed that the summer classes are short anyway. I have > been advised against it by everyone who I discussed summer to so far. > Because of this thing regarding summer, this gives me another much bigger. > query that I’m on a quest to solve. Before I get to the query itself, I need > to put some factors on the table first. I might not get all of them but > that’s all right because I have plans to delve deeper into factors that I’m > not even aware of at this time. I’ll lay out the ones that I am aware of > here because I want the best advise I can get from you all giving the > information that I include here. My first class is Math111 which is an > Algebra class. I only go up from there. I have to take more algebra classes, > calcus, statistics and the like. I might even have to go higher than that in > math. I have always either struggled in math or felt as though I have > struggled in math. I have even used a math tutor in past math classes. > That’s even taking into account of accessable technology at the time and my > math skills to begin with. One problem that I have ran into when taking math > classes in the past which includes the best tech avalible at the time and a > math tutor is shear burn out. I simply want to avoid as much of that as > possible. But I also want to keep the degree moving along the way the whole > time I’m in school. I don’t know how Math112 will look in terms of studdying > hours, homework and so fforth. But for now, I’ll use Math111 for example. I > got my updated cylabus today and it calculated that on averige, a student > requires around 2 to 3 hours of homework each hour of class. Since I have to > take this class for one hour each week day, that means that I have to put in > around 3 to 4 hours of my day devoted to math, including the classroom > itself. I’m not including for unforseen factors of course. I’m just going > off of the numbers the cylabus gave me in print. I might be faster, I might > be slower. I might even change speed depending on when I run into parts that > I master quickly and then run into parts that I struggle with the whole time > I’m working. But that last factor is totally unperdictable. But I have the > best technology I know of and I’m trying to sort out if I’m going to run > into something that is totally inaccessible before I dare attempt at trying > it in the class room. I think that if it’s totally inaccessible, that it’s > too late to work around it except for compleetly unforseen surprises that > are also unperdictable. I’m trying to sort out as many problems ahead of > time as possible so that college will be a bit smoother. One factor that I > don’t know anything about yet is how my writing class will look like. I > don’t know what it’s homework load will look like. I also don’t know my > schedule for my writing class will be like either. In fact, I know nothing > about my writing class except for the fact that it’s called Writing90. > That’s it!!! In any case, I also need to sort out my spring schedule > followed up by my fall of 2019 schedule so that I can get my financial aid > sorted out. On top of that, there are some classes that if I don’t take in > the fall, I have to wait a whole year before I can make another attempt. I > have to pick my advisor at the Counseling Center to sort that factor out. I > have already scheduled that appointment. But I also have classes that are > shorter and only take one term to cover. I’m not sure what those classes are > without looking at my degree first. I do know this, I also have a writing > class that I’m taking in the winter. I also have another writing class that > I’m taking in the spring term. I have the option of taking another math > class in the spring term as well. I also have the option of taking a math > class in the fall term as well. I also have the option of taking a math > class in the spring and another math class in the fall. I also have the > option of taking my writing class along with something else that is not math > in the spring term and then saving the next math class in the fall term. > Mind you, no mater the options I have listed, the writing class is a > constant class in the winter term and the spring term. But not nessearily in > the fall term. I could take a science class in the fall term along with a > math class. I personally would like to take a math class in the winter along > with the writing class and follow that up with my writing class and > something else other than math in the spring term. But I’m getting mixed and > unsertain feedback on which route to take. Some have suggested that I keep > up with the math class but explore all of my options. Others were simply, > unsure. Still others said to get a math tutor. Someone else suggested that I > take something that I’m good at in the spring and go back to math in the > following fall. I even got someone who is totally unsure which route to > take. I’m going to now give this one to you guys to look over and tell me > what you think. Which route do you think is best for me to avoid burn out > and also keep my degree moving? > One: Math and writing in the winter followed by a second math class along > with a writing class in the spring term and then taking a third math class > in the fall term? > Two: Math and writing in the winter followed up by a writing class and > something else in the spring and then resuming math class in the following > fall term? > I have heard both sides of the argument on which route will be best for me. > Some people have reported that they do better when they get all of their > math classes done at once. Others argued that they favore the break in > between classes. I want the best inclusive feedback on this issue. What are > your experiences? What do you think of all of this? Also, what is your > advise on this cross road? > > > Thank you for taking the time to read this E Mail! > Blessed be!!! > Kendra Schaber, > Chemeketa Community College, > 350 Org, > Citizen’s Climate Lobby, > National Federation of the Blind of Oregon, > Capitol Chapter, > Salem, Oregon. > Home email: > Redwing731 at gmail.com > Chemeketa Community College Email: > Kschaber at my.Chemeketa.edu > Phone: > 971-599-9991 > "When the student is ready, the teacher will appear" Author Unknown. > Sent From My iPhone SE. > Sent from My Gmail Email. > Get Outlook Express for IOS. > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com > From cookcafe at sc.rr.com Wed Nov 14 22:38:46 2018 From: cookcafe at sc.rr.com (Steve & Shannon Cook) Date: Wed, 14 Nov 2018 17:38:46 -0500 Subject: [NABS-L] Website Message-ID: <00e801d47c6a$cf8d2b60$6ea78220$@sc.rr.com> Hi All, We are trying out a new theme on our website for the NFB of SC. I would like for everyone to give it a once over and send me their thoughts at steve.cook at nfbofsc.org . Please let me know which assistive technology and version you are using, browser, and any other thoughts you may have. If you are able to give feedback on the way it looks, that would be greatly appreciated! Thanks for your assistance! Steve Cook District 2 State Board Member of the NFB of SC 1st Vice President of the Computer Science & Technology Division of the NFB of SC 1st Vice President of the Columbia Chapter of the NFB of SC www.nfbofsc.org From cookcafe at sc.rr.com Wed Nov 14 22:46:17 2018 From: cookcafe at sc.rr.com (Steve & Shannon Cook) Date: Wed, 14 Nov 2018 17:46:17 -0500 Subject: [NABS-L] Website In-Reply-To: <00e801d47c6a$cf8d2b60$6ea78220$@sc.rr.com> References: <00e801d47c6a$cf8d2b60$6ea78220$@sc.rr.com> Message-ID: <00f701d47c6b$dc1e38a0$945aa9e0$@sc.rr.com> I apologize, the website address was left off www.nfbofsc.org Steve Cook District 2 State Board Member of the NFB of SC 1st Vice President of the Computer Science & Technology Division of the NFB of SC 1st Vice President of the Columbia Chapter of the NFB of SC www.nfbofsc.org -----Original Message----- From: NABS-L On Behalf Of Steve & Shannon Cook via NABS-L Sent: Wednesday, November 14, 2018 5:39 PM To: 'National Association of Blind Students mailing list' Cc: Steve & Shannon Cook Subject: [NABS-L] Website Hi All, We are trying out a new theme on our website for the NFB of SC. I would like for everyone to give it a once over and send me their thoughts at steve.cook at nfbofsc.org . Please let me know which assistive technology and version you are using, browser, and any other thoughts you may have. If you are able to give feedback on the way it looks, that would be greatly appreciated! Thanks for your assistance! Steve Cook District 2 State Board Member of the NFB of SC 1st Vice President of the Computer Science & Technology Division of the NFB of SC 1st Vice President of the Columbia Chapter of the NFB of SC www.nfbofsc.org _______________________________________________ NABS-L mailing list NABS-L at nfbnet.org http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org To unsubscribe, change your list options or get your account info for NABS-L: http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/cookcafe%40sc.rr.com From redwing731 at gmail.com Wed Nov 14 22:58:16 2018 From: redwing731 at gmail.com (Kendra Schaber) Date: Wed, 14 Nov 2018 14:58:16 -0800 Subject: [NABS-L] Math query: In-Reply-To: References: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> Message-ID: Hi all! I like that annalligy!!! I have actually concidered that one years ago myself. Believe it or not. Unfortunently, I have explored other degreese before this one and also, just as unfortunent, I have also discovered that they either are not local or they require even more math than what this degree requires. Do you know of a science degree that doesn’t envolve math? I sertainly don’t know of any. Society in the United States have made it to where you can’t become a climatologist or even any form of a scientist without having to take a lot of math. Unfortunently for those science nerds like me who are much better at science than at math, it also cuts folks like me off from being able to aquire that degree without a lot of struggle in the math department. I personally believe that there is something totally wrong here!!! What do you think? Thank you for taking the time to read this E Mail! Blessed be!!! Kendra Schaber, Chemeketa Community College, 350 Org, Citizen’s Climate Lobby, National Federation of the Blind of Oregon, Capitol Chapter, Salem, Oregon. Home email: Redwing731 at gmail.com Chemeketa Community College Email: Kschaber at my.Chemeketa.edu Phone: 971-599-9991 "When the student is ready, the teacher will appear" Author Unknown. Sent From My iPhone SE. Sent from My Gmail Email. Get Outlook Express for IOS. > On Nov 14, 2018, at 13:20, Roger Newell via NABS-L wrote: > > I would suggest reconsidering your choice of a degree. If you have > always struggled with math and will likely continue to do so, you are > putting your potential for academic success at risk by undertaking a > dgree with a significant mathematical component in which much of the > material will be even more complex than what you are used to at > school. What you are attempting to do is analogous to a person who > wants to become an astronaut not being good at science—it simply won't > work and you will have lost precious time. > >> On 11/14/18, Kendra Schaber via NABS-L wrote: >> >> >> Hi all! >> I have a math query that I’m trying to solve. Starting in the winter, I’m >> going to start my climatology degree. The degree requires a lot of math and >> a lot of science. There are several factors in this one but I’m asking all >> over the map for advise. I’m also not planning on taking courses in the >> coming summer because of a good chance of attending the NFB National >> Convention. I was informed that the summer classes are short anyway. I have >> been advised against it by everyone who I discussed summer to so far. >> Because of this thing regarding summer, this gives me another much bigger. >> query that I’m on a quest to solve. Before I get to the query itself, I need >> to put some factors on the table first. I might not get all of them but >> that’s all right because I have plans to delve deeper into factors that I’m >> not even aware of at this time. I’ll lay out the ones that I am aware of >> here because I want the best advise I can get from you all giving the >> information that I include here. My first class is Math111 which is an >> Algebra class. I only go up from there. I have to take more algebra classes, >> calcus, statistics and the like. I might even have to go higher than that in >> math. I have always either struggled in math or felt as though I have >> struggled in math. I have even used a math tutor in past math classes. >> That’s even taking into account of accessable technology at the time and my >> math skills to begin with. One problem that I have ran into when taking math >> classes in the past which includes the best tech avalible at the time and a >> math tutor is shear burn out. I simply want to avoid as much of that as >> possible. But I also want to keep the degree moving along the way the whole >> time I’m in school. I don’t know how Math112 will look in terms of studdying >> hours, homework and so fforth. But for now, I’ll use Math111 for example. I >> got my updated cylabus today and it calculated that on averige, a student >> requires around 2 to 3 hours of homework each hour of class. Since I have to >> take this class for one hour each week day, that means that I have to put in >> around 3 to 4 hours of my day devoted to math, including the classroom >> itself. I’m not including for unforseen factors of course. I’m just going >> off of the numbers the cylabus gave me in print. I might be faster, I might >> be slower. I might even change speed depending on when I run into parts that >> I master quickly and then run into parts that I struggle with the whole time >> I’m working. But that last factor is totally unperdictable. But I have the >> best technology I know of and I’m trying to sort out if I’m going to run >> into something that is totally inaccessible before I dare attempt at trying >> it in the class room. I think that if it’s totally inaccessible, that it’s >> too late to work around it except for compleetly unforseen surprises that >> are also unperdictable. I’m trying to sort out as many problems ahead of >> time as possible so that college will be a bit smoother. One factor that I >> don’t know anything about yet is how my writing class will look like. I >> don’t know what it’s homework load will look like. I also don’t know my >> schedule for my writing class will be like either. In fact, I know nothing >> about my writing class except for the fact that it’s called Writing90. >> That’s it!!! In any case, I also need to sort out my spring schedule >> followed up by my fall of 2019 schedule so that I can get my financial aid >> sorted out. On top of that, there are some classes that if I don’t take in >> the fall, I have to wait a whole year before I can make another attempt. I >> have to pick my advisor at the Counseling Center to sort that factor out. I >> have already scheduled that appointment. But I also have classes that are >> shorter and only take one term to cover. I’m not sure what those classes are >> without looking at my degree first. I do know this, I also have a writing >> class that I’m taking in the winter. I also have another writing class that >> I’m taking in the spring term. I have the option of taking another math >> class in the spring term as well. I also have the option of taking a math >> class in the fall term as well. I also have the option of taking a math >> class in the spring and another math class in the fall. I also have the >> option of taking my writing class along with something else that is not math >> in the spring term and then saving the next math class in the fall term. >> Mind you, no mater the options I have listed, the writing class is a >> constant class in the winter term and the spring term. But not nessearily in >> the fall term. I could take a science class in the fall term along with a >> math class. I personally would like to take a math class in the winter along >> with the writing class and follow that up with my writing class and >> something else other than math in the spring term. But I’m getting mixed and >> unsertain feedback on which route to take. Some have suggested that I keep >> up with the math class but explore all of my options. Others were simply, >> unsure. Still others said to get a math tutor. Someone else suggested that I >> take something that I’m good at in the spring and go back to math in the >> following fall. I even got someone who is totally unsure which route to >> take. I’m going to now give this one to you guys to look over and tell me >> what you think. Which route do you think is best for me to avoid burn out >> and also keep my degree moving? >> One: Math and writing in the winter followed by a second math class along >> with a writing class in the spring term and then taking a third math class >> in the fall term? >> Two: Math and writing in the winter followed up by a writing class and >> something else in the spring and then resuming math class in the following >> fall term? >> I have heard both sides of the argument on which route will be best for me. >> Some people have reported that they do better when they get all of their >> math classes done at once. Others argued that they favore the break in >> between classes. I want the best inclusive feedback on this issue. What are >> your experiences? What do you think of all of this? Also, what is your >> advise on this cross road? >> >> >> Thank you for taking the time to read this E Mail! >> Blessed be!!! >> Kendra Schaber, >> Chemeketa Community College, >> 350 Org, >> Citizen’s Climate Lobby, >> National Federation of the Blind of Oregon, >> Capitol Chapter, >> Salem, Oregon. >> Home email: >> Redwing731 at gmail.com >> Chemeketa Community College Email: >> Kschaber at my.Chemeketa.edu >> Phone: >> 971-599-9991 >> "When the student is ready, the teacher will appear" Author Unknown. >> Sent From My iPhone SE. >> Sent from My Gmail Email. >> Get Outlook Express for IOS. >> >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for >> NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com >> > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/redwing731%40gmail.com From campbell.rutherford15 at gmail.com Thu Nov 15 01:11:13 2018 From: campbell.rutherford15 at gmail.com (Campbell Rutherford) Date: Wed, 14 Nov 2018 20:11:13 -0500 Subject: [NABS-L] struggling in math classes In-Reply-To: <2AAA150E-DE0E-4F4D-8B42-8709662F9DDF@yahoo.com> References: <45CCC4FA-1080-42CD-943D-81D83293C9EB@gmail.com> <2AAA150E-DE0E-4F4D-8B42-8709662F9DDF@yahoo.com> Message-ID: Hi Maura, I am currently taking Algebra II as well, so I can understand where you're coming from. I love math, but there have been some concepts in this course that I have needed help understanding. I use a braille textbook, and I write my answers down using either a braille notetaker or a braille display paired with my iPhone or laptop. Sometimes, however, I need an extra explanation than the one provided in the textbook. I sometimes ask my dad, who is an engineer, for help, but I also like to watch instructional videos. I use a free app called Khan Academy, which provides videos, lessons, and quizzes on an extensive list of subjects, including Algebra. Most of the time, I find the videos and written lessons to be quite helpful, though the videos can occasionally be more visual than I would like. Sources I use less frequently are podcasts. I have found two good ones, and they are both called The Math Dude. The first is called The Math Dude, Quick and Dirty Tips, and the second is called The Math Dude, Algebra I. I believe the first did his last episode a few weeks ago, but he still has some great content. As for the second, even though his subject is Algebra I, I sometimes find it helpful to review old concepts. I don't listen to him very often, so I don't know if he's still making new episodes, but like the first Math Dude, he still has some good content. As a quick note, I sometimes like to use my braille writer to work out math problems out on paper rather than in a digital format, but I'm kind of moving away from that. It's whatever works for you. I am very much a perfectionist, and I sometimes feel as if I have to be more adept than my sighted peers simply because I am blind, so I understand your frustration. I hope this helps, and feel free to email me with any questions about the material you might have. I can't promise that I'll be much help, but I will do my best. Sincerely, Campbell On Tue, Nov 13, 2018 at 8:43 PM Ahbee Orton via NABS-L wrote: > Hi Maura, > > I have gone through some tough math classes, some tough science classes, > and now AP Economics, so I understand some of your struggle. For me, I did > multiple things to understand concepts. I read a Brailled paper copy ofa > textbook with all or most of the concepts in it. I'm a visual learner, so > this truly made a difference for me. I could touch the graphs, diagrams, > and charts. > Next, I would suggest directly talking to your teacher, just like it has > been mentioned before. I go see my teacherggs′ during his or her planning > and/or during my lunch hour. He or she can also utilize the Sensational > Drawing Board and/or a Draftsman and/or an InTact drawing board. All of > these tools have made life in graphic based classes so helpful! > Now, one year, I also used a board that you can get ′I think from APH > but not completely certain′ that has nuxbers, math symbols, and letters > that are magnetic and that can be moved around on a board. This allowed the > teacher and I to work together and see what we were doing in a horizontal > or vertical format, depending on the concept and how it should be > presented. > I hope these ideas help! > > Blessings, > Ahbee > “Love is patient, love is kind. It does not envy, it does not boast, it is > not proud. It does not dishonor others, it is not self-seeking, it is not > easily angered, it keeps no record of wrongs. Love does not delight in evil > but rejoices with the truth. It always protects, always trusts, always > hopes, always perseveres.” > 1 Corinthians 13:4-7 NIV > > > On Nov 13, 2018, at 6:15 PM, Mausam Mehta via NABS-L > wrote: > > > > Hey Maura, > > So this one’s a little tricky. From what I’ve noticed, you either like > math or you don’t. Your success in the class generally depend on how much > you understand the material, and how much work/time you put into it. From > what you said here, it seems that you are receiving all the materials, and > The next step is being able to really understand and study them affectively. > > One of the things I might suggest is trying to get as much of your > materials in braille as possible. I think it really makes a difference > being able to see it all written out on paper. I understand, however, that > it’s really hard to get a hold of braille for a lot of people, depending on > TVI services and fun things like that. So if you can’t get hard copies, > maybe try reading in entering your mathematical notation into a refreshable > braille Device like a notetaker or a braille display hooked up to a > computer. I feel like a hypocrite saying all of this, because by the time I > reached Calc 3, I did all of my math work on a computer with jaws. But I > definitely think that braille, if you have access to it and if that is what > you are comfortable with, will make a difference. > > Another thing I might suggest is talking directly to your teacher. Maybe > ask for sometime during the week where you can really hammer down some of > these concepts, presented in a different way than in class. Usually, an > alternative explanation has a lot of merit and can reframe the material so > that it makes more sense. > > The final piece of advice I can offer is to be a little easier on > yourself. I totally understand the drive to get a perfect 4.0, especially > in high school. There's so much pressure to be at the top, with college > apps and scholarships. But you also have to remember that you're trying > your hardest, and that's enough. If you don't get an a plus in this class, > it's ok. There's so much more about you that will stand out than a grade in > math. > > Sorry for the mini sermon. Call or text me any time if you need to go > over anything. > > Best, > > > > > > Mausam Mehta > > Board member | National Association of blind students > > A proud division of the National Federation of the blind > > (540) 466-6033 > > mausam.mehta.nfb at gmail.com > > | > > www.nabslink.org > > > >> On Nov 13, 2018, at 6:39 PM, Maura Loberg via NABS-L > wrote: > >> > >> Hey everybody, I am having a problem that is not necesarily urgent but > I would like your ideas in a timely fashion. I am working to earn and keep > a 4.0 in school, and in my other classes, this is happening. Unfortunately, > I am majorly struggling with the math class required as a senior, it is > Algebra II. I have never been good at math, and it seems that no matter > what I do, I can't get decent grades on assignments and tests. I have a > paid tutor who helps me understand certain things and fills the holes left > by my instructor. I understand the materials well enough I believe, but I > am having issues executing on paper. Are there any methods that you guys > have used to study/understand/take notes/test in these courses. I will have > to take college math so these ideas will definitely be put to good use. > This is extremely frustrating since I have As in just about everything > else, and I just can't seem to get my math grades to where I want them, no > matter what I try. Thanks for your help in advance! > >> > >> Sent from my iPhone > >> _______________________________________________ > >> NABS-L mailing list > >> NABS-L at nfbnet.org > >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > >> To unsubscribe, change your list options or get your account info for > NABS-L: > >> > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/mausam.mehta.nfb%40gmail.com > > > > _______________________________________________ > > NABS-L mailing list > > NABS-L at nfbnet.org > > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > > To unsubscribe, change your list options or get your account info for > NABS-L: > > > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/ahbeeorton%40yahoo.com > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/campbell.rutherford15%40gmail.com > From inscriptioelectronicaaustralia at gmail.com Thu Nov 15 03:18:28 2018 From: inscriptioelectronicaaustralia at gmail.com (Roger Newell) Date: Thu, 15 Nov 2018 14:18:28 +1100 Subject: [NABS-L] struggling in math classes In-Reply-To: References: <45CCC4FA-1080-42CD-943D-81D83293C9EB@gmail.com> <2AAA150E-DE0E-4F4D-8B42-8709662F9DDF@yahoo.com> Message-ID: Your comment about watching math videos on Khan Academy made me remember this YouTube channel: https://www.youtube.com/misterwootube These videos are made by a math teacher in Australia who teaches what would be middle and high school in the US. These videos are recordings of him teaching his classes. They cover a variety of mathematical concepts and are very well-explained. His videos have led to him becoming the 2018 Young Australian of the Year (quite a big honor). They are definitely worth a watch. On 11/15/18, Campbell Rutherford via NABS-L wrote: > Hi Maura, > > I am currently taking Algebra II as well, so I can understand where you're > coming from. I love math, but there have been some concepts in this course > that I have needed help understanding. > > I use a braille textbook, and I write my answers down using either a > braille notetaker or a braille display paired with my iPhone or laptop. > Sometimes, however, I need an extra explanation than the one provided in > the textbook. I sometimes ask my dad, who is an engineer, for help, but I > also like to watch instructional videos. I use a free app called Khan > Academy, which provides videos, lessons, and quizzes on an extensive list > of subjects, including Algebra. Most of the time, I find the videos and > written lessons to be quite helpful, though the videos can occasionally be > more visual than I would like. > > Sources I use less frequently are podcasts. I have found two good ones, and > they are both called The Math Dude. The first is called The Math Dude, > Quick and Dirty Tips, and the second is called The Math Dude, Algebra I. I > believe the first did his last episode a few weeks ago, but he still has > some great content. As for the second, even though his subject is Algebra > I, I sometimes find it helpful to review old concepts. I don't listen to > him very often, so I don't know if he's still making new episodes, but like > the first Math Dude, he still has some good content. > > As a quick note, I sometimes like to use my braille writer to work out math > problems out on paper rather than in a digital format, but I'm kind of > moving away from that. It's whatever works for you. > > I am very much a perfectionist, and I sometimes feel as if I have to be > more adept than my sighted peers simply because I am blind, so I understand > your frustration. I hope this helps, and feel free to email me with any > questions about the material you might have. I can't promise that I'll be > much help, but I will do my best. > > Sincerely, > > Campbell > > On Tue, Nov 13, 2018 at 8:43 PM Ahbee Orton via NABS-L > wrote: > >> Hi Maura, >> >> I have gone through some tough math classes, some tough science classes, >> and now AP Economics, so I understand some of your struggle. For me, I did >> multiple things to understand concepts. I read a Brailled paper copy ofa >> textbook with all or most of the concepts in it. I'm a visual learner, so >> this truly made a difference for me. I could touch the graphs, diagrams, >> and charts. >> Next, I would suggest directly talking to your teacher, just like it has >> been mentioned before. I go see my teacherggs′ during his or her planning >> and/or during my lunch hour. He or she can also utilize the Sensational >> Drawing Board and/or a Draftsman and/or an InTact drawing board. All of >> these tools have made life in graphic based classes so helpful! >> Now, one year, I also used a board that you can get ′I think from APH >> but not completely certain′ that has nuxbers, math symbols, and letters >> that are magnetic and that can be moved around on a board. This allowed >> the >> teacher and I to work together and see what we were doing in a horizontal >> or vertical format, depending on the concept and how it should be >> presented. >> I hope these ideas help! >> >> Blessings, >> Ahbee >> “Love is patient, love is kind. It does not envy, it does not boast, it is >> not proud. It does not dishonor others, it is not self-seeking, it is not >> easily angered, it keeps no record of wrongs. Love does not delight in >> evil >> but rejoices with the truth. It always protects, always trusts, always >> hopes, always perseveres.” >> 1 Corinthians 13:4-7 NIV >> >> > On Nov 13, 2018, at 6:15 PM, Mausam Mehta via NABS-L >> wrote: >> > >> > Hey Maura, >> > So this one’s a little tricky. From what I’ve noticed, you either like >> math or you don’t. Your success in the class generally depend on how much >> you understand the material, and how much work/time you put into it. From >> what you said here, it seems that you are receiving all the materials, and >> The next step is being able to really understand and study them >> affectively. >> > One of the things I might suggest is trying to get as much of your >> materials in braille as possible. I think it really makes a difference >> being able to see it all written out on paper. I understand, however, that >> it’s really hard to get a hold of braille for a lot of people, depending >> on >> TVI services and fun things like that. So if you can’t get hard copies, >> maybe try reading in entering your mathematical notation into a >> refreshable >> braille Device like a notetaker or a braille display hooked up to a >> computer. I feel like a hypocrite saying all of this, because by the time >> I >> reached Calc 3, I did all of my math work on a computer with jaws. But I >> definitely think that braille, if you have access to it and if that is >> what >> you are comfortable with, will make a difference. >> > Another thing I might suggest is talking directly to your teacher. Maybe >> ask for sometime during the week where you can really hammer down some of >> these concepts, presented in a different way than in class. Usually, an >> alternative explanation has a lot of merit and can reframe the material so >> that it makes more sense. >> > The final piece of advice I can offer is to be a little easier on >> yourself. I totally understand the drive to get a perfect 4.0, especially >> in high school. There's so much pressure to be at the top, with college >> apps and scholarships. But you also have to remember that you're trying >> your hardest, and that's enough. If you don't get an a plus in this class, >> it's ok. There's so much more about you that will stand out than a grade >> in >> math. >> > Sorry for the mini sermon. Call or text me any time if you need to go >> over anything. >> > Best, >> > >> > >> > Mausam Mehta >> > Board member | National Association of blind students >> > A proud division of the National Federation of the blind >> > (540) 466-6033 >> > mausam.mehta.nfb at gmail.com >> > | >> > www.nabslink.org >> > >> >> On Nov 13, 2018, at 6:39 PM, Maura Loberg via NABS-L >> >> >> wrote: >> >> >> >> Hey everybody, I am having a problem that is not necesarily urgent but >> I would like your ideas in a timely fashion. I am working to earn and keep >> a 4.0 in school, and in my other classes, this is happening. >> Unfortunately, >> I am majorly struggling with the math class required as a senior, it is >> Algebra II. I have never been good at math, and it seems that no matter >> what I do, I can't get decent grades on assignments and tests. I have a >> paid tutor who helps me understand certain things and fills the holes left >> by my instructor. I understand the materials well enough I believe, but I >> am having issues executing on paper. Are there any methods that you guys >> have used to study/understand/take notes/test in these courses. I will >> have >> to take college math so these ideas will definitely be put to good use. >> This is extremely frustrating since I have As in just about everything >> else, and I just can't seem to get my math grades to where I want them, no >> matter what I try. Thanks for your help in advance! >> >> >> >> Sent from my iPhone >> >> _______________________________________________ >> >> NABS-L mailing list >> >> NABS-L at nfbnet.org >> >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> >> To unsubscribe, change your list options or get your account info for >> NABS-L: >> >> >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/mausam.mehta.nfb%40gmail.com >> > >> > _______________________________________________ >> > NABS-L mailing list >> > NABS-L at nfbnet.org >> > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> > To unsubscribe, change your list options or get your account info for >> NABS-L: >> > >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/ahbeeorton%40yahoo.com >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for >> NABS-L: >> >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/campbell.rutherford15%40gmail.com >> > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com > From matthewhgip at gmail.com Thu Nov 15 05:40:04 2018 From: matthewhgip at gmail.com (Matthew Gip) Date: Wed, 14 Nov 2018 21:40:04 -0800 Subject: [NABS-L] NABS November Blog Post Message-ID: <0995013B-DF61-4499-B5AB-E71084C11A18@gmail.com> Hey NABSters, Hang in there during this busy time of the semester, with exams and projects in the air, and with Thanksgiving break looming ahead. This month, the theme the Outreach Committee is focusing on is NFB Philosophy and the history and importance the National Federation of the Blind has to offer. Thank you to our good friend, Patti Chang, for graciously letting us use her speech. Note: The blog post will be copied and pasted below and attached in a Word document for your convenience and it should be posted on nabslink.org soon. Happy reading! From the Editor: Patti Chang is a long-time Federationist and a proud leader in the National Federation of the Blind. She is caring, passionate, humbled, and always has an inspirational story to share. If you do not know Patti, or have never spoke to her, try to spare some time and meet her at an NFB event or reach out to her. Here is her story below. The 4 Ps: Life, and the Federation By Patti Chang Undoubtedly some of you have attended Washington Seminar. You have been at our Great Gathering in and heard John Pare talking about the 4 Ps. Every time he recites those I think about life and the Federation. They inform good conduct. They’re even a recipe for success. With the 4 Ps we can do anything. So you are probably thinking, “what are the Ps? What is she talking about?” How do the Ps, being polite, patient, persistent, and persuasive influence life? Let me tell you a little about me. Growing up Rural, my mom and dad were young parents. They were teenagers when I was born. They had little education. My law degree came before their G E Ds. We lived on my grandparents’ dairy farm when I was a baby in a little trailer. I was even named after a milk company that hauled our milk to market. It was called “Patti Sue’s Dairy.” My mom used to carry those milk jugs atop her belly when she was carrying me. When she was in the hospital after giving birth, my large family was arguing about what to name me, Mildred, Hildred, or something equally wonderful. She looked out the window and saw Patti Sue’s Dairy. They were delivering milk and that was it. She told the family to get out and named me Patti Sue. When I was born. The doctors in their infinite wisdom told my parents that I was totally blind. They wondered for a while. I seemed to react to colors and chase things that did not have much nonvisual appeal. We went back to the experts. Doctors decided that mom and dad were probably suffering from a case of wishful thinking. They patiently watched me. But when I continued to respond to visual stuff They politely persisted with the medical profession and persuaded them that they were wrong and I could see. Oh wow! She is only blind in one eye. She will have vision but not depth perception. When I was 12, I began to see halos around lights and have headaches. Again we travelled to the doctors. This time it was all in my head. I was suffering from hypochondria. You see my parents were getting a divorce and the doctors couldn’t diagnose me so it must be all in my head. My headaches persisted and we patiently and persistently kept going to doctors. Finally, we went to Ann Arbor where the University of Michigan is. My memory of this is crystal clear. We saw an old doc named Henderson. He had a pack of residents and interns in tow. When he decided to test me for glaucoma it went really quiet. His residents thought he was nuts. No children ever got glaucoma. This was back when you had to drink this bright green thick liquid to be tested for glaucoma. Before you started they told you if you didn’t keep it down, you would have to drink it again. I kept it down. Yep, I had glaucoma. But it was treatable. We can stop the vision loss they said. At that point, we decided that the experts had no clue and I started Braille and cane training. My most recent revisiting of the 4 Ps centers on my becoming totally blind two or three years ago. Now I was in good shape. I knew it would happen so I did all my reading, working, cooking, cleaning, and so on through nonvisual means. Except for one important aspect of my life I was all set. I had never learned to keep a straight line and to totally rely on my other senses for travel. What to do? I went back to training. Blind Inc. was good enough to provide me with great travel instruction. I was able to take double travel lessons in the mornings for four hours and work in the afternoon and evenings. Rob Hobson with the 4 Ps taught me during those double travel lessons each day. I now travel regularly alone with confidence. Over the past couple of years, I see that public reactions are different. We all just love the airlines. I asked for white wine on a flight recently and the flight attendant gave me a napkin and the bottle. Since he forgot my glass I asked if I could please have a glass. He said no because he would not have time later to come back and pour my wine. Hummmmm… I guess I was expected to drink my wine from the bottle like many drink beers. Now I am a red neck but… People grab me much more often than before. I find I leave planes and discover wheelchairs I did not order way more often than ever before. I keep reciting in my head polite, patient, persistent, and persuasive. Sometimes it is my mantra. My educational experiences illustrate the 4 Ps even better. Junior High involved a bit of a step back. It was tough in some ways. a couple of my teachers still thought I was faking. It took decades to persuade them that I was not faking but eventually even Mr. Flynn, my 7th grade social studies teacher, acknowledged that I really was blind. Mr. Flynn routinely called on me in class to read aloud knowing that I could not read Braille yet. He assumed that because I could see where things were and what people were wearing that of course I could see the print. It didn’t help that my vision fluctuated. The inconsistency was clear proof that I was playing games. Like many I was excluded from some classes like shop entirely, but the worst was gym. My mom fought to keep me in gym class. She wanted me to stay fit. and the teacher fought back by forcing me to sit out almost every day. But I persisted with my education anyway. I was admitted to all colleges I applied to and attended MSU. College was much better until it came to student teaching. No supervising teacher would take me at first and my advisor wanted to give me a pass. I politely refused and persuaded him to be persistent and to keep trying. Who would hire me if they saw I had not done my student teaching? I tried to patiently wait. It paid off. I have to divert and point out how much we can help others by living our lives. The teacher who did take me as a student teacher had dated a guy with a blind dad. So, she didn’t see what the fuss was about. That blind dad had worked and raised his family and apparently showed my supervising teacher what blind people could do. While at MSU we got married. The wonderful man I married sees blindness as a characteristic, But his family did not. They disinherited him and they were not at our wedding. We had a large country wedding with 400 people but no one from his family was with us. I persisted in persuading my husband to keep in touch and be patient and polite with his parents. Years later my mother in law came to live with us. Remember the same one who did not come to our wedding. She became ill in the states and I became her primary care giver. I patiently took her to every doctor’s appointment. I persistently cleaned and cooked. I politely ignored how they had treated me. She stayed with us for more than a year twenty years ago and is cancer free now. That and the birth of our kids changed my husband’s family’s minds. The 4 Ps have impacted my life beyond education and family. Even my employment history shows how important they are. After law school I was hired by the City of Chicago. Glad to have the job and I made something of it but I think they expected very little. The rating of firms depends upon the ranking of the schools they draw from and I graduated from U of C. When I was hired they never thought that I would stay, serve on taskforces, be promoted and become an integral part of building and fire safety in the city for almost thirty years. But I was polite for the most part, persistent always and occasionally patient and many were persuaded that I was competent not through talk but by my living my life and doing my job. When I retired from the City, I had trained almost half of the attorneys in the Dept. and I had been a supervisor for more than a decade. That promotion came about because people knew I could do the job even if they didn’t start with that understanding. The Federation demonstrates the 4 Ps for me most of all. I like many grew up isolated from other blind people and kids. I met a few kids at camp and knew one blind woman who lost her vision late. She wanted me to teach her enough Braille to play cards in exchange for her teaching me cooking. But she didn’t get out much. She was past working age and she wasn’t much interested in rehabilitation given her health. I won a scholarship. I did it backwards. I won a national scholarship and then a state scholarship. My first convention was empowering. Walking into that convention hall I found home. I became active in NFB leadership. Our student division elected me as treasurer. I was terrible and I promised myself that I would never ever deal with money again. Of course now I serve as our Illinois treasurer and a large part of my job is fundraising but I was never ever going to deal with money in relation to the Federation. The NFB is where I really learned the 4 Ps. Our persuasiveness and persistence is obvious. Just look at some of our most recent outreach. We passed Marrakesh. That is the only treaty of its kind. We have seen more than 290,000,000 impressions on social media around our endeavor with Kellogg’s and RKT notes. The Baltimore Orioles just hosted NFB night. I could go on and on. But we should take a minute and talk about the patience and politeness part of it. We all know that we need to be patient and polite when we are public facing but sometimes we need to learn the same within the Federation. We say we need to meet people where they are but what does that mean. Every affiliate has a range of abilities and experiences. It was hardest for me to work on being patient and polite with those “I thought should KNOW BETTER.” Many of you know Ronza Othman. Ronza Othman worked with me at the City for a while. When I met Ronza she did not use a cane. Since she is very talented and a bright lady I thought she should “know better.” I walked with Ronza and I arrived at the corner first and waited. We repeated this scenario together. Ronza decided after while that she needed a cane too. Besides being bright and talented, Ronza is also a stubborn woman. If I pushed would she respond. Sure she would. She would have left. Instead I patiently walked with her. She proudly uses a cane now but we had to meet her where she was. We have to understand that rigid rules and conformity drive people away and stifle our organization. Communicating even subtle disapproval hampers our efforts and teaches nothing. I hope that we all use the Ps with the public but most of all remember to use them within our family. We can persuade best by example. Be persistent with respect. We should always be patient and polite with one another. With our Ps inside and outside of our family, we can do anything. Reflect on how you incorporate patience, persuasiveness, persistence and politeness into your life today and how you can do so going forward. I am going to close by asking each of you to weave the 4 Ps into what you do each day and into what we do together always. If we do with love hope and determination every blind person will live the life, he or she wants and our movement can raise expectations to turn dreams into reality. -------------- next part -------------- A non-text attachment was scrubbed... Name: 2018 PC banquet speech.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 25326 bytes Desc: not available URL: -------------- next part -------------- Respectfully, Matthew Gip President | California Association of Blind Students Board Member | National Federation of the Blind of California Co-chair | National Association of Blind Students Outreach Committee Phone: (559) 375-2068 Email: matthewhgip at gmail.com From redwing731 at gmail.com Thu Nov 15 05:50:18 2018 From: redwing731 at gmail.com (Kendra Schaber) Date: Wed, 14 Nov 2018 21:50:18 -0800 Subject: [NABS-L] struggling in math classes In-Reply-To: References: <45CCC4FA-1080-42CD-943D-81D83293C9EB@gmail.com> <2AAA150E-DE0E-4F4D-8B42-8709662F9DDF@yahoo.com> Message-ID: <8A13604F-FD1B-4805-92BD-130D46901A9A@gmail.com> Hi all! I might sound dumb here but I have the U Tube app on my phone and I don’t use it enough. How do you save channels on it? I’ll need that information so that I can save this channel. Thank you for taking the time to read this E Mail! Blessed be!!! Kendra Schaber, Chemeketa Community College, 350 Org, Citizen’s Climate Lobby, National Federation of the Blind of Oregon, Capitol Chapter, Salem, Oregon. Home email: Redwing731 at gmail.com Chemeketa Community College Email: Kschaber at my.Chemeketa.edu Phone: 971-599-9991 "When the student is ready, the teacher will appear" Author Unknown. Sent From My iPhone SE. Sent from My Gmail Email. Get Outlook Express for IOS. > On Nov 14, 2018, at 19:18, Roger Newell via NABS-L wrote: > > Your comment about watching math videos on Khan Academy made me > remember this YouTube channel: https://www.youtube.com/misterwootube > These videos are made by a math teacher in Australia who teaches what > would be middle and high school in the US. These videos are recordings > of him teaching his classes. They cover a variety of mathematical > concepts and are very well-explained. His videos have led to him > becoming the 2018 Young Australian of the Year (quite a big honor). > They are definitely worth a watch. > >> On 11/15/18, Campbell Rutherford via NABS-L wrote: >> Hi Maura, >> >> I am currently taking Algebra II as well, so I can understand where you're >> coming from. I love math, but there have been some concepts in this course >> that I have needed help understanding. >> >> I use a braille textbook, and I write my answers down using either a >> braille notetaker or a braille display paired with my iPhone or laptop. >> Sometimes, however, I need an extra explanation than the one provided in >> the textbook. I sometimes ask my dad, who is an engineer, for help, but I >> also like to watch instructional videos. I use a free app called Khan >> Academy, which provides videos, lessons, and quizzes on an extensive list >> of subjects, including Algebra. Most of the time, I find the videos and >> written lessons to be quite helpful, though the videos can occasionally be >> more visual than I would like. >> >> Sources I use less frequently are podcasts. I have found two good ones, and >> they are both called The Math Dude. The first is called The Math Dude, >> Quick and Dirty Tips, and the second is called The Math Dude, Algebra I. I >> believe the first did his last episode a few weeks ago, but he still has >> some great content. As for the second, even though his subject is Algebra >> I, I sometimes find it helpful to review old concepts. I don't listen to >> him very often, so I don't know if he's still making new episodes, but like >> the first Math Dude, he still has some good content. >> >> As a quick note, I sometimes like to use my braille writer to work out math >> problems out on paper rather than in a digital format, but I'm kind of >> moving away from that. It's whatever works for you. >> >> I am very much a perfectionist, and I sometimes feel as if I have to be >> more adept than my sighted peers simply because I am blind, so I understand >> your frustration. I hope this helps, and feel free to email me with any >> questions about the material you might have. I can't promise that I'll be >> much help, but I will do my best. >> >> Sincerely, >> >> Campbell >> >> On Tue, Nov 13, 2018 at 8:43 PM Ahbee Orton via NABS-L >> wrote: >> >>> Hi Maura, >>> >>> I have gone through some tough math classes, some tough science classes, >>> and now AP Economics, so I understand some of your struggle. For me, I did >>> multiple things to understand concepts. I read a Brailled paper copy ofa >>> textbook with all or most of the concepts in it. I'm a visual learner, so >>> this truly made a difference for me. I could touch the graphs, diagrams, >>> and charts. >>> Next, I would suggest directly talking to your teacher, just like it has >>> been mentioned before. I go see my teacherggs′ during his or her planning >>> and/or during my lunch hour. He or she can also utilize the Sensational >>> Drawing Board and/or a Draftsman and/or an InTact drawing board. All of >>> these tools have made life in graphic based classes so helpful! >>> Now, one year, I also used a board that you can get ′I think from APH >>> but not completely certain′ that has nuxbers, math symbols, and letters >>> that are magnetic and that can be moved around on a board. This allowed >>> the >>> teacher and I to work together and see what we were doing in a horizontal >>> or vertical format, depending on the concept and how it should be >>> presented. >>> I hope these ideas help! >>> >>> Blessings, >>> Ahbee >>> “Love is patient, love is kind. It does not envy, it does not boast, it is >>> not proud. It does not dishonor others, it is not self-seeking, it is not >>> easily angered, it keeps no record of wrongs. Love does not delight in >>> evil >>> but rejoices with the truth. It always protects, always trusts, always >>> hopes, always perseveres.” >>> 1 Corinthians 13:4-7 NIV >>> >>>> On Nov 13, 2018, at 6:15 PM, Mausam Mehta via NABS-L >>> wrote: >>>> >>>> Hey Maura, >>>> So this one’s a little tricky. From what I’ve noticed, you either like >>> math or you don’t. Your success in the class generally depend on how much >>> you understand the material, and how much work/time you put into it. From >>> what you said here, it seems that you are receiving all the materials, and >>> The next step is being able to really understand and study them >>> affectively. >>>> One of the things I might suggest is trying to get as much of your >>> materials in braille as possible. I think it really makes a difference >>> being able to see it all written out on paper. I understand, however, that >>> it’s really hard to get a hold of braille for a lot of people, depending >>> on >>> TVI services and fun things like that. So if you can’t get hard copies, >>> maybe try reading in entering your mathematical notation into a >>> refreshable >>> braille Device like a notetaker or a braille display hooked up to a >>> computer. I feel like a hypocrite saying all of this, because by the time >>> I >>> reached Calc 3, I did all of my math work on a computer with jaws. But I >>> definitely think that braille, if you have access to it and if that is >>> what >>> you are comfortable with, will make a difference. >>>> Another thing I might suggest is talking directly to your teacher. Maybe >>> ask for sometime during the week where you can really hammer down some of >>> these concepts, presented in a different way than in class. Usually, an >>> alternative explanation has a lot of merit and can reframe the material so >>> that it makes more sense. >>>> The final piece of advice I can offer is to be a little easier on >>> yourself. I totally understand the drive to get a perfect 4.0, especially >>> in high school. There's so much pressure to be at the top, with college >>> apps and scholarships. But you also have to remember that you're trying >>> your hardest, and that's enough. If you don't get an a plus in this class, >>> it's ok. There's so much more about you that will stand out than a grade >>> in >>> math. >>>> Sorry for the mini sermon. Call or text me any time if you need to go >>> over anything. >>>> Best, >>>> >>>> >>>> Mausam Mehta >>>> Board member | National Association of blind students >>>> A proud division of the National Federation of the blind >>>> (540) 466-6033 >>>> mausam.mehta.nfb at gmail.com >>>> | >>>> www.nabslink.org >>>> >>>>> On Nov 13, 2018, at 6:39 PM, Maura Loberg via NABS-L >>>>> >>> wrote: >>>>> >>>>> Hey everybody, I am having a problem that is not necesarily urgent but >>> I would like your ideas in a timely fashion. I am working to earn and keep >>> a 4.0 in school, and in my other classes, this is happening. >>> Unfortunately, >>> I am majorly struggling with the math class required as a senior, it is >>> Algebra II. I have never been good at math, and it seems that no matter >>> what I do, I can't get decent grades on assignments and tests. I have a >>> paid tutor who helps me understand certain things and fills the holes left >>> by my instructor. I understand the materials well enough I believe, but I >>> am having issues executing on paper. Are there any methods that you guys >>> have used to study/understand/take notes/test in these courses. I will >>> have >>> to take college math so these ideas will definitely be put to good use. >>> This is extremely frustrating since I have As in just about everything >>> else, and I just can't seem to get my math grades to where I want them, no >>> matter what I try. Thanks for your help in advance! >>>>> >>>>> Sent from my iPhone >>>>> _______________________________________________ >>>>> NABS-L mailing list >>>>> NABS-L at nfbnet.org >>>>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>>>> To unsubscribe, change your list options or get your account info for >>> NABS-L: >>>>> >>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/mausam.mehta.nfb%40gmail.com >>>> >>>> _______________________________________________ >>>> NABS-L mailing list >>>> NABS-L at nfbnet.org >>>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>>> To unsubscribe, change your list options or get your account info for >>> NABS-L: >>>> >>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/ahbeeorton%40yahoo.com >>> _______________________________________________ >>> NABS-L mailing list >>> NABS-L at nfbnet.org >>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>> To unsubscribe, change your list options or get your account info for >>> NABS-L: >>> >>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/campbell.rutherford15%40gmail.com >>> >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for >> NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com >> > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/redwing731%40gmail.com From jldail13 at gmail.com Thu Nov 15 15:42:02 2018 From: jldail13 at gmail.com (Jessica Dail) Date: Thu, 15 Nov 2018 10:42:02 -0500 Subject: [NABS-L] Math query: In-Reply-To: References: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> Message-ID: <6D57F92E-E31B-4AFF-BE75-DB97133F868A@gmail.com> Hello, I am taking a math class through Hadley Institute for the blind and visually impaired. The name of my math class is practical math one. I'm stuck on a concept in less than four. I can't understand how to work with partial products. Can anyone help? The way the textbook describes it is very confusing to me, but that's because I never learned this concept in high school. Thanks for any assistance, Jessica Thanks, Jessica On Nov 14, 2018, at 5:58 PM, Kendra Schaber via NABS-L wrote: > Hi all! > I like that annalligy!!! I have actually concidered that one years ago myself. Believe it or not. Unfortunently, I have explored other degreese before this one and also, just as unfortunent, I have also discovered that they either are not local or they require even more math than what this degree requires. Do you know of a science degree that doesn’t envolve math? I sertainly don’t know of any. Society in the United States have made it to where you can’t become a climatologist or even any form of a scientist without having to take a lot of math. Unfortunently for those science nerds like me who are much better at science than at math, it also cuts folks like me off from being able to aquire that degree without a lot of struggle in the math department. I personally believe that there is something totally wrong here!!! What do you think? > > > Thank you for taking the time to read this E Mail! > Blessed be!!! > Kendra Schaber, > Chemeketa Community College, > 350 Org, > Citizen’s Climate Lobby, > National Federation of the Blind of Oregon, > Capitol Chapter, > Salem, Oregon. > Home email: > Redwing731 at gmail.com > Chemeketa Community College Email: > Kschaber at my.Chemeketa.edu > Phone: > 971-599-9991 > "When the student is ready, the teacher will appear" Author Unknown. > Sent From My iPhone SE. > Sent from My Gmail Email. > Get Outlook Express for IOS. > > >> On Nov 14, 2018, at 13:20, Roger Newell via NABS-L wrote: >> >> I would suggest reconsidering your choice of a degree. If you have >> always struggled with math and will likely continue to do so, you are >> putting your potential for academic success at risk by undertaking a >> dgree with a significant mathematical component in which much of the >> material will be even more complex than what you are used to at >> school. What you are attempting to do is analogous to a person who >> wants to become an astronaut not being good at science—it simply won't >> work and you will have lost precious time. >> >>> On 11/14/18, Kendra Schaber via NABS-L wrote: >>> >>> >>> Hi all! >>> I have a math query that I’m trying to solve. Starting in the winter, I’m >>> going to start my climatology degree. The degree requires a lot of math and >>> a lot of science. There are several factors in this one but I’m asking all >>> over the map for advise. I’m also not planning on taking courses in the >>> coming summer because of a good chance of attending the NFB National >>> Convention. I was informed that the summer classes are short anyway. I have >>> been advised against it by everyone who I discussed summer to so far. >>> Because of this thing regarding summer, this gives me another much bigger. >>> query that I’m on a quest to solve. Before I get to the query itself, I need >>> to put some factors on the table first. I might not get all of them but >>> that’s all right because I have plans to delve deeper into factors that I’m >>> not even aware of at this time. I’ll lay out the ones that I am aware of >>> here because I want the best advise I can get from you all giving the >>> information that I include here. My first class is Math111 which is an >>> Algebra class. I only go up from there. I have to take more algebra classes, >>> calcus, statistics and the like. I might even have to go higher than that in >>> math. I have always either struggled in math or felt as though I have >>> struggled in math. I have even used a math tutor in past math classes. >>> That’s even taking into account of accessable technology at the time and my >>> math skills to begin with. One problem that I have ran into when taking math >>> classes in the past which includes the best tech avalible at the time and a >>> math tutor is shear burn out. I simply want to avoid as much of that as >>> possible. But I also want to keep the degree moving along the way the whole >>> time I’m in school. I don’t know how Math112 will look in terms of studdying >>> hours, homework and so fforth. But for now, I’ll use Math111 for example. I >>> got my updated cylabus today and it calculated that on averige, a student >>> requires around 2 to 3 hours of homework each hour of class. Since I have to >>> take this class for one hour each week day, that means that I have to put in >>> around 3 to 4 hours of my day devoted to math, including the classroom >>> itself. I’m not including for unforseen factors of course. I’m just going >>> off of the numbers the cylabus gave me in print. I might be faster, I might >>> be slower. I might even change speed depending on when I run into parts that >>> I master quickly and then run into parts that I struggle with the whole time >>> I’m working. But that last factor is totally unperdictable. But I have the >>> best technology I know of and I’m trying to sort out if I’m going to run >>> into something that is totally inaccessible before I dare attempt at trying >>> it in the class room. I think that if it’s totally inaccessible, that it’s >>> too late to work around it except for compleetly unforseen surprises that >>> are also unperdictable. I’m trying to sort out as many problems ahead of >>> time as possible so that college will be a bit smoother. One factor that I >>> don’t know anything about yet is how my writing class will look like. I >>> don’t know what it’s homework load will look like. I also don’t know my >>> schedule for my writing class will be like either. In fact, I know nothing >>> about my writing class except for the fact that it’s called Writing90. >>> That’s it!!! In any case, I also need to sort out my spring schedule >>> followed up by my fall of 2019 schedule so that I can get my financial aid >>> sorted out. On top of that, there are some classes that if I don’t take in >>> the fall, I have to wait a whole year before I can make another attempt. I >>> have to pick my advisor at the Counseling Center to sort that factor out. I >>> have already scheduled that appointment. But I also have classes that are >>> shorter and only take one term to cover. I’m not sure what those classes are >>> without looking at my degree first. I do know this, I also have a writing >>> class that I’m taking in the winter. I also have another writing class that >>> I’m taking in the spring term. I have the option of taking another math >>> class in the spring term as well. I also have the option of taking a math >>> class in the fall term as well. I also have the option of taking a math >>> class in the spring and another math class in the fall. I also have the >>> option of taking my writing class along with something else that is not math >>> in the spring term and then saving the next math class in the fall term. >>> Mind you, no mater the options I have listed, the writing class is a >>> constant class in the winter term and the spring term. But not nessearily in >>> the fall term. I could take a science class in the fall term along with a >>> math class. I personally would like to take a math class in the winter along >>> with the writing class and follow that up with my writing class and >>> something else other than math in the spring term. But I’m getting mixed and >>> unsertain feedback on which route to take. Some have suggested that I keep >>> up with the math class but explore all of my options. Others were simply, >>> unsure. Still others said to get a math tutor. Someone else suggested that I >>> take something that I’m good at in the spring and go back to math in the >>> following fall. I even got someone who is totally unsure which route to >>> take. I’m going to now give this one to you guys to look over and tell me >>> what you think. Which route do you think is best for me to avoid burn out >>> and also keep my degree moving? >>> One: Math and writing in the winter followed by a second math class along >>> with a writing class in the spring term and then taking a third math class >>> in the fall term? >>> Two: Math and writing in the winter followed up by a writing class and >>> something else in the spring and then resuming math class in the following >>> fall term? >>> I have heard both sides of the argument on which route will be best for me. >>> Some people have reported that they do better when they get all of their >>> math classes done at once. Others argued that they favore the break in >>> between classes. I want the best inclusive feedback on this issue. What are >>> your experiences? What do you think of all of this? Also, what is your >>> advise on this cross road? >>> >>> >>> Thank you for taking the time to read this E Mail! >>> Blessed be!!! >>> Kendra Schaber, >>> Chemeketa Community College, >>> 350 Org, >>> Citizen’s Climate Lobby, >>> National Federation of the Blind of Oregon, >>> Capitol Chapter, >>> Salem, Oregon. >>> Home email: >>> Redwing731 at gmail.com >>> Chemeketa Community College Email: >>> Kschaber at my.Chemeketa.edu >>> Phone: >>> 971-599-9991 >>> "When the student is ready, the teacher will appear" Author Unknown. >>> Sent From My iPhone SE. >>> Sent from My Gmail Email. >>> Get Outlook Express for IOS. >>> >>> _______________________________________________ >>> NABS-L mailing list >>> NABS-L at nfbnet.org >>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>> To unsubscribe, change your list options or get your account info for >>> NABS-L: >>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com >>> >> >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/redwing731%40gmail.com > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/jldail13%40gmail.com From sandragayer7 at gmail.com Thu Nov 15 17:19:28 2018 From: sandragayer7 at gmail.com (Sandra Gayer) Date: Thu, 15 Nov 2018 17:19:28 +0000 Subject: [NABS-L] Math query: In-Reply-To: <6D57F92E-E31B-4AFF-BE75-DB97133F868A@gmail.com> References: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> <6D57F92E-E31B-4AFF-BE75-DB97133F868A@gmail.com> Message-ID: Hello Jessica, Have you tried phoning the tutor you have been assigned by Hadley? They are usually excellent at talking you through concepts. Very best wishes, Sandra. On 11/15/18, Jessica Dail via NABS-L wrote: > Hello, > I am taking a math class through Hadley Institute for the blind and visually > impaired. The name of my math class is practical math one. I'm stuck on a > concept in less than four. I can't understand how to work with partial > products. Can anyone help? The way the textbook describes it is very > confusing to me, but that's because I never learned this concept in high > school. > Thanks for any assistance, > > Jessica > > Thanks, > Jessica > > On Nov 14, 2018, at 5:58 PM, Kendra Schaber via NABS-L > wrote: > >> Hi all! >> I like that annalligy!!! I have actually concidered that one years ago >> myself. Believe it or not. Unfortunently, I have explored other degreese >> before this one and also, just as unfortunent, I have also discovered that >> they either are not local or they require even more math than what this >> degree requires. Do you know of a science degree that doesn’t envolve >> math? I sertainly don’t know of any. Society in the United States have >> made it to where you can’t become a climatologist or even any form of a >> scientist without having to take a lot of math. Unfortunently for those >> science nerds like me who are much better at science than at math, it also >> cuts folks like me off from being able to aquire that degree without a lot >> of struggle in the math department. I personally believe that there is >> something totally wrong here!!! What do you think? >> >> >> Thank you for taking the time to read this E Mail! >> Blessed be!!! >> Kendra Schaber, >> Chemeketa Community College, >> 350 Org, >> Citizen’s Climate Lobby, >> National Federation of the Blind of Oregon, >> Capitol Chapter, >> Salem, Oregon. >> Home email: >> Redwing731 at gmail.com >> Chemeketa Community College Email: >> Kschaber at my.Chemeketa.edu >> Phone: >> 971-599-9991 >> "When the student is ready, the teacher will appear" Author Unknown. >> Sent From My iPhone SE. >> Sent from My Gmail Email. >> Get Outlook Express for IOS. >> >> >>> On Nov 14, 2018, at 13:20, Roger Newell via NABS-L >>> wrote: >>> >>> I would suggest reconsidering your choice of a degree. If you have >>> always struggled with math and will likely continue to do so, you are >>> putting your potential for academic success at risk by undertaking a >>> dgree with a significant mathematical component in which much of the >>> material will be even more complex than what you are used to at >>> school. What you are attempting to do is analogous to a person who >>> wants to become an astronaut not being good at science—it simply won't >>> work and you will have lost precious time. >>> >>>> On 11/14/18, Kendra Schaber via NABS-L wrote: >>>> >>>> >>>> Hi all! >>>> I have a math query that I’m trying to solve. Starting in the winter, >>>> I’m >>>> going to start my climatology degree. The degree requires a lot of math >>>> and >>>> a lot of science. There are several factors in this one but I’m asking >>>> all >>>> over the map for advise. I’m also not planning on taking courses in the >>>> coming summer because of a good chance of attending the NFB National >>>> Convention. I was informed that the summer classes are short anyway. I >>>> have >>>> been advised against it by everyone who I discussed summer to so far. >>>> Because of this thing regarding summer, this gives me another much >>>> bigger. >>>> query that I’m on a quest to solve. Before I get to the query itself, I >>>> need >>>> to put some factors on the table first. I might not get all of them but >>>> that’s all right because I have plans to delve deeper into factors that >>>> I’m >>>> not even aware of at this time. I’ll lay out the ones that I am aware of >>>> here because I want the best advise I can get from you all giving the >>>> information that I include here. My first class is Math111 which is an >>>> Algebra class. I only go up from there. I have to take more algebra >>>> classes, >>>> calcus, statistics and the like. I might even have to go higher than >>>> that in >>>> math. I have always either struggled in math or felt as though I have >>>> struggled in math. I have even used a math tutor in past math classes. >>>> That’s even taking into account of accessable technology at the time and >>>> my >>>> math skills to begin with. One problem that I have ran into when taking >>>> math >>>> classes in the past which includes the best tech avalible at the time >>>> and a >>>> math tutor is shear burn out. I simply want to avoid as much of that as >>>> possible. But I also want to keep the degree moving along the way the >>>> whole >>>> time I’m in school. I don’t know how Math112 will look in terms of >>>> studdying >>>> hours, homework and so fforth. But for now, I’ll use Math111 for >>>> example. I >>>> got my updated cylabus today and it calculated that on averige, a >>>> student >>>> requires around 2 to 3 hours of homework each hour of class. Since I >>>> have to >>>> take this class for one hour each week day, that means that I have to >>>> put in >>>> around 3 to 4 hours of my day devoted to math, including the classroom >>>> itself. I’m not including for unforseen factors of course. I’m just >>>> going >>>> off of the numbers the cylabus gave me in print. I might be faster, I >>>> might >>>> be slower. I might even change speed depending on when I run into parts >>>> that >>>> I master quickly and then run into parts that I struggle with the whole >>>> time >>>> I’m working. But that last factor is totally unperdictable. But I have >>>> the >>>> best technology I know of and I’m trying to sort out if I’m going to run >>>> into something that is totally inaccessible before I dare attempt at >>>> trying >>>> it in the class room. I think that if it’s totally inaccessible, that >>>> it’s >>>> too late to work around it except for compleetly unforseen surprises >>>> that >>>> are also unperdictable. I’m trying to sort out as many problems ahead of >>>> time as possible so that college will be a bit smoother. One factor that >>>> I >>>> don’t know anything about yet is how my writing class will look like. I >>>> don’t know what it’s homework load will look like. I also don’t know my >>>> schedule for my writing class will be like either. In fact, I know >>>> nothing >>>> about my writing class except for the fact that it’s called Writing90. >>>> That’s it!!! In any case, I also need to sort out my spring schedule >>>> followed up by my fall of 2019 schedule so that I can get my financial >>>> aid >>>> sorted out. On top of that, there are some classes that if I don’t take >>>> in >>>> the fall, I have to wait a whole year before I can make another attempt. >>>> I >>>> have to pick my advisor at the Counseling Center to sort that factor >>>> out. I >>>> have already scheduled that appointment. But I also have classes that >>>> are >>>> shorter and only take one term to cover. I’m not sure what those classes >>>> are >>>> without looking at my degree first. I do know this, I also have a >>>> writing >>>> class that I’m taking in the winter. I also have another writing class >>>> that >>>> I’m taking in the spring term. I have the option of taking another math >>>> class in the spring term as well. I also have the option of taking a >>>> math >>>> class in the fall term as well. I also have the option of taking a math >>>> class in the spring and another math class in the fall. I also have the >>>> option of taking my writing class along with something else that is not >>>> math >>>> in the spring term and then saving the next math class in the fall term. >>>> Mind you, no mater the options I have listed, the writing class is a >>>> constant class in the winter term and the spring term. But not >>>> nessearily in >>>> the fall term. I could take a science class in the fall term along with >>>> a >>>> math class. I personally would like to take a math class in the winter >>>> along >>>> with the writing class and follow that up with my writing class and >>>> something else other than math in the spring term. But I’m getting mixed >>>> and >>>> unsertain feedback on which route to take. Some have suggested that I >>>> keep >>>> up with the math class but explore all of my options. Others were >>>> simply, >>>> unsure. Still others said to get a math tutor. Someone else suggested >>>> that I >>>> take something that I’m good at in the spring and go back to math in the >>>> following fall. I even got someone who is totally unsure which route to >>>> take. I’m going to now give this one to you guys to look over and tell >>>> me >>>> what you think. Which route do you think is best for me to avoid burn >>>> out >>>> and also keep my degree moving? >>>> One: Math and writing in the winter followed by a second math class >>>> along >>>> with a writing class in the spring term and then taking a third math >>>> class >>>> in the fall term? >>>> Two: Math and writing in the winter followed up by a writing class and >>>> something else in the spring and then resuming math class in the >>>> following >>>> fall term? >>>> I have heard both sides of the argument on which route will be best for >>>> me. >>>> Some people have reported that they do better when they get all of their >>>> math classes done at once. Others argued that they favore the break in >>>> between classes. I want the best inclusive feedback on this issue. What >>>> are >>>> your experiences? What do you think of all of this? Also, what is your >>>> advise on this cross road? >>>> >>>> >>>> Thank you for taking the time to read this E Mail! >>>> Blessed be!!! >>>> Kendra Schaber, >>>> Chemeketa Community College, >>>> 350 Org, >>>> Citizen’s Climate Lobby, >>>> National Federation of the Blind of Oregon, >>>> Capitol Chapter, >>>> Salem, Oregon. >>>> Home email: >>>> Redwing731 at gmail.com >>>> Chemeketa Community College Email: >>>> Kschaber at my.Chemeketa.edu >>>> Phone: >>>> 971-599-9991 >>>> "When the student is ready, the teacher will appear" Author Unknown. >>>> Sent From My iPhone SE. >>>> Sent from My Gmail Email. >>>> Get Outlook Express for IOS. >>>> >>>> _______________________________________________ >>>> NABS-L mailing list >>>> NABS-L at nfbnet.org >>>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>>> To unsubscribe, change your list options or get your account info for >>>> NABS-L: >>>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com >>>> >>> >>> _______________________________________________ >>> NABS-L mailing list >>> NABS-L at nfbnet.org >>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>> To unsubscribe, change your list options or get your account info for >>> NABS-L: >>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/redwing731%40gmail.com >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for >> NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/jldail13%40gmail.com > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/sandragayer7%40gmail.com > -- Sandra Gayer DipABRSM, LRSM. Soprano Singer www.sandragayer.com Broadcast Presenter www.rnibconnectradio.org.uk/music-box.html Actor www.visablepeople.com Voiceover Artist www.archangelvoices.co.uk/content/sandra-gayer From rollercoasterman86 at gmail.com Fri Nov 16 03:04:04 2018 From: rollercoasterman86 at gmail.com (andrew edgcumbe) Date: Thu, 15 Nov 2018 22:04:04 -0500 Subject: [NABS-L] zoom Message-ID: Hi all I am just wondering if any of you know how to use zoom I use windows 10 and things recently I installed zoom as i want to be part of some stuff through zoom on the computer but I am un able to log in for some reason though. not sure inless my password is not correct. does anybody know zoom well enough From cnusbaumnfb at gmail.com Fri Nov 16 06:27:29 2018 From: cnusbaumnfb at gmail.com (Chris Nusbaum) Date: Fri, 16 Nov 2018 01:27:29 -0500 Subject: [NABS-L] zoom In-Reply-To: References: Message-ID: <57AD60DA-0797-45A6-9CA0-1B42240F6C98@gmail.com> Hi Andrew: I use Zoom very frequently for many purposes. Most recently, the Internet radio station for which I work has migrated the majority of our listener interaction to the Zoom platform. Zoom has made very gratifying efforts to make their programs accessible, so it's very easy to use once you get used to it. Please email me off-list and we can talk about details. Chris Nusbaum > On Nov 15, 2018, at 10:04 PM, andrew edgcumbe via NABS-L wrote: > > Hi all I am just wondering if any of you know how to use zoom I use windows > 10 and things recently I installed zoom as i want to be part of some stuff > through zoom on the computer but I am un able to log in for some reason > though. not sure inless my password is not correct. does anybody know zoom > well enough > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/cnusbaumnfb%40gmail.com From rollercoasterman86 at gmail.com Fri Nov 16 07:30:19 2018 From: rollercoasterman86 at gmail.com (andrew edgcumbe) Date: Fri, 16 Nov 2018 02:30:19 -0500 Subject: [NABS-L] zoom In-Reply-To: <57AD60DA-0797-45A6-9CA0-1B42240F6C98@gmail.com> References: <57AD60DA-0797-45A6-9CA0-1B42240F6C98@gmail.com> Message-ID: i can't get my email to reply off list. For some reason when I log in try to log in it won't log in at all for any reason it doesn't sign in at all. With the computer I would just be using the code to get into meetings for stuff i want to do. On Fri, Nov 16, 2018 at 1:28 AM Chris Nusbaum via NABS-L wrote: > Hi Andrew: > > I use Zoom very frequently for many purposes. Most recently, the Internet > radio station for which I work has migrated the majority of our listener > interaction to the Zoom platform. Zoom has made very gratifying efforts to > make their programs accessible, so it's very easy to use once you get used > to it. Please email me off-list and we can talk about details. > > Chris Nusbaum > > > On Nov 15, 2018, at 10:04 PM, andrew edgcumbe via NABS-L < > nabs-l at nfbnet.org> wrote: > > > > Hi all I am just wondering if any of you know how to use zoom I use > windows > > 10 and things recently I installed zoom as i want to be part of some > stuff > > through zoom on the computer but I am un able to log in for some reason > > though. not sure inless my password is not correct. does anybody know > zoom > > well enough > > _______________________________________________ > > NABS-L mailing list > > NABS-L at nfbnet.org > > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > > To unsubscribe, change your list options or get your account info for > NABS-L: > > > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/cnusbaumnfb%40gmail.com > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/rollercoasterman86%40gmail.com > From lizmohnke at hotmail.com Fri Nov 16 13:50:28 2018 From: lizmohnke at hotmail.com (Elizabeth Mohnke) Date: Fri, 16 Nov 2018 13:50:28 +0000 Subject: [NABS-L] Math query: In-Reply-To: References: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> Message-ID: Hello Kendra, Have you considered a degree in anthropology? One of my anthropology professors was a science major before switching to anthropology when she started struggling with the required chemistry classes. Specifically, physical and biological anthropology are heavily based on science. And although it is more difficult to find, medical anthropology is an interesting way of looking at the medical system. I am also not quite sure how much math would be involved in food science or agricultural science. However, I know the College of Agricultural and Natural Resources at Michigan State University requires calculus and statistics for all of this degree programs. But they also offer special math classes that are geared for people seeking these degrees. Hopefully you can either find a way to tackle your math classes or find a degree program that does not involved so much math. Good luck, Elizabeth -----Original Message----- From: NABS-L [mailto:nabs-l-bounces at nfbnet.org] On Behalf Of Kendra Schaber via NABS-L Sent: Wednesday, November 14, 2018 5:58 PM To: National Association of Blind Students mailing list Cc: Kendra Schaber Subject: Re: [NABS-L] Math query: Hi all! I like that annalligy!!! I have actually concidered that one years ago myself. Believe it or not. Unfortunently, I have explored other degreese before this one and also, just as unfortunent, I have also discovered that they either are not local or they require even more math than what this degree requires. Do you know of a science degree that doesn’t envolve math? I sertainly don’t know of any. Society in the United States have made it to where you can’t become a climatologist or even any form of a scientist without having to take a lot of math. Unfortunently for those science nerds like me who are much better at science than at math, it also cuts folks like me off from being able to aquire that degree without a lot of struggle in the math department. I personally believe that there is something totally wrong here!!! What do you think? Thank you for taking the time to read this E Mail! Blessed be!!! Kendra Schaber, Chemeketa Community College, 350 Org, Citizen’s Climate Lobby, National Federation of the Blind of Oregon, Capitol Chapter, Salem, Oregon. Home email: Redwing731 at gmail.com Chemeketa Community College Email: Kschaber at my.Chemeketa.edu Phone: 971-599-9991 "When the student is ready, the teacher will appear" Author Unknown. Sent From My iPhone SE. Sent from My Gmail Email. Get Outlook Express for IOS. > On Nov 14, 2018, at 13:20, Roger Newell via NABS-L wrote: > > I would suggest reconsidering your choice of a degree. If you have > always struggled with math and will likely continue to do so, you are > putting your potential for academic success at risk by undertaking a > dgree with a significant mathematical component in which much of the > material will be even more complex than what you are used to at > school. What you are attempting to do is analogous to a person who > wants to become an astronaut not being good at science—it simply won't > work and you will have lost precious time. > >> On 11/14/18, Kendra Schaber via NABS-L wrote: >> >> >> Hi all! >> I have a math query that I’m trying to solve. Starting in the winter, >> I’m going to start my climatology degree. The degree requires a lot >> of math and a lot of science. There are several factors in this one >> but I’m asking all over the map for advise. I’m also not planning on >> taking courses in the coming summer because of a good chance of >> attending the NFB National Convention. I was informed that the summer >> classes are short anyway. I have been advised against it by everyone who I discussed summer to so far. >> Because of this thing regarding summer, this gives me another much bigger. >> query that I’m on a quest to solve. Before I get to the query itself, >> I need to put some factors on the table first. I might not get all of >> them but that’s all right because I have plans to delve deeper into >> factors that I’m not even aware of at this time. I’ll lay out the >> ones that I am aware of here because I want the best advise I can get >> from you all giving the information that I include here. My first >> class is Math111 which is an Algebra class. I only go up from there. >> I have to take more algebra classes, calcus, statistics and the like. >> I might even have to go higher than that in math. I have always >> either struggled in math or felt as though I have struggled in math. I have even used a math tutor in past math classes. >> That’s even taking into account of accessable technology at the time >> and my math skills to begin with. One problem that I have ran into >> when taking math classes in the past which includes the best tech >> avalible at the time and a math tutor is shear burn out. I simply >> want to avoid as much of that as possible. But I also want to keep >> the degree moving along the way the whole time I’m in school. I don’t >> know how Math112 will look in terms of studdying hours, homework and >> so fforth. But for now, I’ll use Math111 for example. I got my >> updated cylabus today and it calculated that on averige, a student >> requires around 2 to 3 hours of homework each hour of class. Since I >> have to take this class for one hour each week day, that means that I >> have to put in around 3 to 4 hours of my day devoted to math, >> including the classroom itself. I’m not including for unforseen >> factors of course. I’m just going off of the numbers the cylabus gave >> me in print. I might be faster, I might be slower. I might even >> change speed depending on when I run into parts that I master quickly >> and then run into parts that I struggle with the whole time I’m >> working. But that last factor is totally unperdictable. But I have >> the best technology I know of and I’m trying to sort out if I’m going >> to run into something that is totally inaccessible before I dare >> attempt at trying it in the class room. I think that if it’s totally >> inaccessible, that it’s too late to work around it except for >> compleetly unforseen surprises that are also unperdictable. I’m >> trying to sort out as many problems ahead of time as possible so that >> college will be a bit smoother. One factor that I don’t know anything >> about yet is how my writing class will look like. I don’t know what it’s homework load will look like. I also don’t know my schedule for my writing class will be like either. In fact, I know nothing about my writing class except for the fact that it’s called Writing90. >> That’s it!!! In any case, I also need to sort out my spring schedule >> followed up by my fall of 2019 schedule so that I can get my >> financial aid sorted out. On top of that, there are some classes that >> if I don’t take in the fall, I have to wait a whole year before I can >> make another attempt. I have to pick my advisor at the Counseling >> Center to sort that factor out. I have already scheduled that >> appointment. But I also have classes that are shorter and only take >> one term to cover. I’m not sure what those classes are without >> looking at my degree first. I do know this, I also have a writing >> class that I’m taking in the winter. I also have another writing >> class that I’m taking in the spring term. I have the option of taking >> another math class in the spring term as well. I also have the option >> of taking a math class in the fall term as well. I also have the >> option of taking a math class in the spring and another math class in >> the fall. I also have the option of taking my writing class along with something else that is not math in the spring term and then saving the next math class in the fall term. >> Mind you, no mater the options I have listed, the writing class is a >> constant class in the winter term and the spring term. But not >> nessearily in the fall term. I could take a science class in the fall >> term along with a math class. I personally would like to take a math >> class in the winter along with the writing class and follow that up >> with my writing class and something else other than math in the >> spring term. But I’m getting mixed and unsertain feedback on which >> route to take. Some have suggested that I keep up with the math class >> but explore all of my options. Others were simply, unsure. Still >> others said to get a math tutor. Someone else suggested that I take >> something that I’m good at in the spring and go back to math in the >> following fall. I even got someone who is totally unsure which route >> to take. I’m going to now give this one to you guys to look over and >> tell me what you think. Which route do you think is best for me to avoid burn out and also keep my degree moving? >> One: Math and writing in the winter followed by a second math class >> along with a writing class in the spring term and then taking a third >> math class in the fall term? >> Two: Math and writing in the winter followed up by a writing class >> and something else in the spring and then resuming math class in the >> following fall term? >> I have heard both sides of the argument on which route will be best for me. >> Some people have reported that they do better when they get all of >> their math classes done at once. Others argued that they favore the >> break in between classes. I want the best inclusive feedback on this >> issue. What are your experiences? What do you think of all of this? >> Also, what is your advise on this cross road? >> >> >> Thank you for taking the time to read this E Mail! >> Blessed be!!! >> Kendra Schaber, >> Chemeketa Community College, >> 350 Org, >> Citizen’s Climate Lobby, >> National Federation of the Blind of Oregon, Capitol Chapter, Salem, >> Oregon. >> Home email: >> Redwing731 at gmail.com >> Chemeketa Community College Email: >> Kschaber at my.Chemeketa.edu >> Phone: >> 971-599-9991 >> "When the student is ready, the teacher will appear" Author Unknown. >> Sent From My iPhone SE. >> Sent from My Gmail Email. >> Get Outlook Express for IOS. >> >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for >> NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectro >> nicaaustralia%40gmail.com >> > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/redwing731%40gmail > .com _______________________________________________ NABS-L mailing list NABS-L at nfbnet.org http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org To unsubscribe, change your list options or get your account info for NABS-L: http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/lizmohnke%40hotmail.com From amieelsabo at gmail.com Fri Nov 16 22:38:18 2018 From: amieelsabo at gmail.com (Amy Sabo) Date: Fri, 16 Nov 2018 15:38:18 -0700 Subject: [NABS-L] zoom In-Reply-To: References: Message-ID: hello all, yes, I just heard of zoom myself and, I just recently downloaded it onto my computer but, I haven't used it yet. but, I do know it's very accessible with jfw and, I also have windows 10 as well too on my computer too! as for signing into it well, I can't help you on that but, as for signing into it I believe that someone here on this list can assit you better. thanks again and, I will talk to you soon! hugs, amy On 11/15/18, andrew edgcumbe via NABS-L wrote: > Hi all I am just wondering if any of you know how to use zoom I use windows > 10 and things recently I installed zoom as i want to be part of some stuff > through zoom on the computer but I am un able to log in for some reason > though. not sure inless my password is not correct. does anybody know zoom > well enough > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/amieelsabo%40gmail.com > From amieelsabo at gmail.com Sat Nov 17 00:33:39 2018 From: amieelsabo at gmail.com (Amy Sabo) Date: Fri, 16 Nov 2018 17:33:39 -0700 Subject: [NABS-L] finding files on my computer Message-ID: hello all, well, I need some help from you all and, maybe someone can help me out. I had to send to someone a copy of something that I tried downloading on the internet and, unfortunately, the wev site is semiaccessible with jfw. so, they had to use a mouse to use my computer to do it. the file was a pdf and, I have tried finding it because the person didn't save it in my documents. so, how do I go about in finding this file or files on my computer since it's very important to me and, I need it asap? and, how do I go about in finding files on my computer in which I didn't save them in a particular folder like my documents for example? thanks again and, I look forward to hearing from you all soon! hugs, amy From jfranks at nfbtx.org Sat Nov 17 01:56:30 2018 From: jfranks at nfbtx.org (Jonathan Franks) Date: Fri, 16 Nov 2018 19:56:30 -0600 Subject: [NABS-L] finding files on my computer In-Reply-To: References: Message-ID: <7B667C35-5B39-4DFE-959E-2E4519D65701@nfbtx.org> Did you try looking in your downloads folder? Sent from my iPhone > On Nov 16, 2018, at 6:33 PM, Amy Sabo via NABS-L wrote: > > hello all, > well, I need some help from you all and, maybe someone can help me > out. I had to send to someone a copy of something that I tried > downloading on the internet and, unfortunately, the wev site is > semiaccessible with jfw. so, they had to use a mouse to use my > computer to do it. the file was a pdf and, I have tried finding it > because the person didn't save it in my documents. so, how do I go > about in finding this file or files on my computer since it's very > important to me and, I need it asap? and, how do I go about in finding > files on my computer in which I didn't save them in a particular > folder like my documents for example? thanks again and, I look > forward to hearing from you all soon! > > > hugs, > amy > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/jfranks%40nfbtx.org From alpineimagination at gmail.com Sat Nov 17 02:00:25 2018 From: alpineimagination at gmail.com (Vejas Vasiliauskas) Date: Fri, 16 Nov 2018 18:00:25 -0800 Subject: [NABS-L] finding files on my computer In-Reply-To: References: Message-ID: <6D3D9FA9-95D4-4F38-810C-5EDEF791BA1A@gmail.com> Hi Amy, Did you try typing out the name in the search box? This works with my PC. For example, if the title was "My Favorite Pies" (just hypothetical), I'd just type it in the search box and it will pop up before I finish writing it. It's really handy. Vejas Sent from my iPhone > On 16 Nov 2018, at 16:33, Amy Sabo via NABS-L wrote: > > hello all, > well, I need some help from you all and, maybe someone can help me > out. I had to send to someone a copy of something that I tried > downloading on the internet and, unfortunately, the wev site is > semiaccessible with jfw. so, they had to use a mouse to use my > computer to do it. the file was a pdf and, I have tried finding it > because the person didn't save it in my documents. so, how do I go > about in finding this file or files on my computer since it's very > important to me and, I need it asap? and, how do I go about in finding > files on my computer in which I didn't save them in a particular > folder like my documents for example? thanks again and, I look > forward to hearing from you all soon! > > > hugs, > amy > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/alpineimagination%40gmail.com From redwing731 at gmail.com Sat Nov 17 02:21:56 2018 From: redwing731 at gmail.com (Kendra Schaber) Date: Fri, 16 Nov 2018 18:21:56 -0800 Subject: [NABS-L] Math query: In-Reply-To: <6D57F92E-E31B-4AFF-BE75-DB97133F868A@gmail.com> References: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> <6D57F92E-E31B-4AFF-BE75-DB97133F868A@gmail.com> Message-ID: Hi all! What field of math is that practical Math 1 course at Hadley studying? Is it Algebra, Calculus or simply, general math as in the math that most people work every day? Thank you for taking the time to read this E Mail! Blessed be!!! Kendra Schaber, Chemeketa Community College, 350 Org, Citizen’s Climate Lobby, National Federation of the Blind of Oregon, Capitol Chapter, Salem, Oregon. Home email: Redwing731 at gmail.com Chemeketa Community College Email: Kschaber at my.Chemeketa.edu Phone: 971-599-9991 "When the student is ready, the teacher will appear" Author Unknown. Sent From My iPhone SE. Sent from My Gmail Email. Get Outlook Express for IOS. > On Nov 15, 2018, at 07:42, Jessica Dail wrote: > > Hello, > I am taking a math class through Hadley Institute for the blind and visually impaired. The name of my math class is practical math one. I'm stuck on a concept in less than four. I can't understand how to work with partial products. Can anyone help? The way the textbook describes it is very confusing to me, but that's because I never learned this concept in high school. > Thanks for any assistance, > > Jessica > > Thanks, > Jessica > >> On Nov 14, 2018, at 5:58 PM, Kendra Schaber via NABS-L wrote: >> >> Hi all! >> I like that annalligy!!! I have actually concidered that one years ago myself. Believe it or not. Unfortunently, I have explored other degreese before this one and also, just as unfortunent, I have also discovered that they either are not local or they require even more math than what this degree requires. Do you know of a science degree that doesn’t envolve math? I sertainly don’t know of any. Society in the United States have made it to where you can’t become a climatologist or even any form of a scientist without having to take a lot of math. Unfortunently for those science nerds like me who are much better at science than at math, it also cuts folks like me off from being able to aquire that degree without a lot of struggle in the math department. I personally believe that there is something totally wrong here!!! What do you think? >> >> >> Thank you for taking the time to read this E Mail! >> Blessed be!!! >> Kendra Schaber, >> Chemeketa Community College, >> 350 Org, >> Citizen’s Climate Lobby, >> National Federation of the Blind of Oregon, >> Capitol Chapter, >> Salem, Oregon. >> Home email: >> Redwing731 at gmail.com >> Chemeketa Community College Email: >> Kschaber at my.Chemeketa.edu >> Phone: >> 971-599-9991 >> "When the student is ready, the teacher will appear" Author Unknown. >> Sent From My iPhone SE. >> Sent from My Gmail Email. >> Get Outlook Express for IOS. >> >> >>> On Nov 14, 2018, at 13:20, Roger Newell via NABS-L wrote: >>> >>> I would suggest reconsidering your choice of a degree. If you have >>> always struggled with math and will likely continue to do so, you are >>> putting your potential for academic success at risk by undertaking a >>> dgree with a significant mathematical component in which much of the >>> material will be even more complex than what you are used to at >>> school. What you are attempting to do is analogous to a person who >>> wants to become an astronaut not being good at science—it simply won't >>> work and you will have lost precious time. >>> >>>> On 11/14/18, Kendra Schaber via NABS-L wrote: >>>> >>>> >>>> Hi all! >>>> I have a math query that I’m trying to solve. Starting in the winter, I’m >>>> going to start my climatology degree. The degree requires a lot of math and >>>> a lot of science. There are several factors in this one but I’m asking all >>>> over the map for advise. I’m also not planning on taking courses in the >>>> coming summer because of a good chance of attending the NFB National >>>> Convention. I was informed that the summer classes are short anyway. I have >>>> been advised against it by everyone who I discussed summer to so far. >>>> Because of this thing regarding summer, this gives me another much bigger. >>>> query that I’m on a quest to solve. Before I get to the query itself, I need >>>> to put some factors on the table first. I might not get all of them but >>>> that’s all right because I have plans to delve deeper into factors that I’m >>>> not even aware of at this time. I’ll lay out the ones that I am aware of >>>> here because I want the best advise I can get from you all giving the >>>> information that I include here. My first class is Math111 which is an >>>> Algebra class. I only go up from there. I have to take more algebra classes, >>>> calcus, statistics and the like. I might even have to go higher than that in >>>> math. I have always either struggled in math or felt as though I have >>>> struggled in math. I have even used a math tutor in past math classes. >>>> That’s even taking into account of accessable technology at the time and my >>>> math skills to begin with. One problem that I have ran into when taking math >>>> classes in the past which includes the best tech avalible at the time and a >>>> math tutor is shear burn out. I simply want to avoid as much of that as >>>> possible. But I also want to keep the degree moving along the way the whole >>>> time I’m in school. I don’t know how Math112 will look in terms of studdying >>>> hours, homework and so fforth. But for now, I’ll use Math111 for example. I >>>> got my updated cylabus today and it calculated that on averige, a student >>>> requires around 2 to 3 hours of homework each hour of class. Since I have to >>>> take this class for one hour each week day, that means that I have to put in >>>> around 3 to 4 hours of my day devoted to math, including the classroom >>>> itself. I’m not including for unforseen factors of course. I’m just going >>>> off of the numbers the cylabus gave me in print. I might be faster, I might >>>> be slower. I might even change speed depending on when I run into parts that >>>> I master quickly and then run into parts that I struggle with the whole time >>>> I’m working. But that last factor is totally unperdictable. But I have the >>>> best technology I know of and I’m trying to sort out if I’m going to run >>>> into something that is totally inaccessible before I dare attempt at trying >>>> it in the class room. I think that if it’s totally inaccessible, that it’s >>>> too late to work around it except for compleetly unforseen surprises that >>>> are also unperdictable. I’m trying to sort out as many problems ahead of >>>> time as possible so that college will be a bit smoother. One factor that I >>>> don’t know anything about yet is how my writing class will look like. I >>>> don’t know what it’s homework load will look like. I also don’t know my >>>> schedule for my writing class will be like either. In fact, I know nothing >>>> about my writing class except for the fact that it’s called Writing90. >>>> That’s it!!! In any case, I also need to sort out my spring schedule >>>> followed up by my fall of 2019 schedule so that I can get my financial aid >>>> sorted out. On top of that, there are some classes that if I don’t take in >>>> the fall, I have to wait a whole year before I can make another attempt. I >>>> have to pick my advisor at the Counseling Center to sort that factor out. I >>>> have already scheduled that appointment. But I also have classes that are >>>> shorter and only take one term to cover. I’m not sure what those classes are >>>> without looking at my degree first. I do know this, I also have a writing >>>> class that I’m taking in the winter. I also have another writing class that >>>> I’m taking in the spring term. I have the option of taking another math >>>> class in the spring term as well. I also have the option of taking a math >>>> class in the fall term as well. I also have the option of taking a math >>>> class in the spring and another math class in the fall. I also have the >>>> option of taking my writing class along with something else that is not math >>>> in the spring term and then saving the next math class in the fall term. >>>> Mind you, no mater the options I have listed, the writing class is a >>>> constant class in the winter term and the spring term. But not nessearily in >>>> the fall term. I could take a science class in the fall term along with a >>>> math class. I personally would like to take a math class in the winter along >>>> with the writing class and follow that up with my writing class and >>>> something else other than math in the spring term. But I’m getting mixed and >>>> unsertain feedback on which route to take. Some have suggested that I keep >>>> up with the math class but explore all of my options. Others were simply, >>>> unsure. Still others said to get a math tutor. Someone else suggested that I >>>> take something that I’m good at in the spring and go back to math in the >>>> following fall. I even got someone who is totally unsure which route to >>>> take. I’m going to now give this one to you guys to look over and tell me >>>> what you think. Which route do you think is best for me to avoid burn out >>>> and also keep my degree moving? >>>> One: Math and writing in the winter followed by a second math class along >>>> with a writing class in the spring term and then taking a third math class >>>> in the fall term? >>>> Two: Math and writing in the winter followed up by a writing class and >>>> something else in the spring and then resuming math class in the following >>>> fall term? >>>> I have heard both sides of the argument on which route will be best for me. >>>> Some people have reported that they do better when they get all of their >>>> math classes done at once. Others argued that they favore the break in >>>> between classes. I want the best inclusive feedback on this issue. What are >>>> your experiences? What do you think of all of this? Also, what is your >>>> advise on this cross road? >>>> >>>> >>>> Thank you for taking the time to read this E Mail! >>>> Blessed be!!! >>>> Kendra Schaber, >>>> Chemeketa Community College, >>>> 350 Org, >>>> Citizen’s Climate Lobby, >>>> National Federation of the Blind of Oregon, >>>> Capitol Chapter, >>>> Salem, Oregon. >>>> Home email: >>>> Redwing731 at gmail.com >>>> Chemeketa Community College Email: >>>> Kschaber at my.Chemeketa.edu >>>> Phone: >>>> 971-599-9991 >>>> "When the student is ready, the teacher will appear" Author Unknown. >>>> Sent From My iPhone SE. >>>> Sent from My Gmail Email. >>>> Get Outlook Express for IOS. >>>> >>>> _______________________________________________ >>>> NABS-L mailing list >>>> NABS-L at nfbnet.org >>>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>>> To unsubscribe, change your list options or get your account info for >>>> NABS-L: >>>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com >>>> >>> >>> _______________________________________________ >>> NABS-L mailing list >>> NABS-L at nfbnet.org >>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>> To unsubscribe, change your list options or get your account info for NABS-L: >>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/redwing731%40gmail.com >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/jldail13%40gmail.com From amieelsabo at gmail.com Sat Nov 17 12:57:07 2018 From: amieelsabo at gmail.com (Amy Sabo) Date: Sat, 17 Nov 2018 05:57:07 -0700 Subject: [NABS-L] finding files on my computer In-Reply-To: <7B667C35-5B39-4DFE-959E-2E4519D65701@nfbtx.org> References: <7B667C35-5B39-4DFE-959E-2E4519D65701@nfbtx.org> Message-ID: hello all, thanks for the needed advice but, no it wasn't downloaded at all! I checked that folder the first thing. but, thanks for the suggestions. as for how I did solve that problem I had my pop blocker turned off instead of turned on so, it fixed the problem. so, I did get the file that I needed from it which was in pdf but, I couldn't save it since it was in protective mode. so, I selected all of the text and, then copied and then pasted it into my ms worddocument and, then I was able to save it in a accessible format! and, then I was able to send the necessary document to the proper channels as a attachment. thanks again for all of your help and, I will talk to you all soon! hugs, amy On 11/16/18, Jonathan Franks wrote: > Did you try looking in your downloads folder? > > Sent from my iPhone > >> On Nov 16, 2018, at 6:33 PM, Amy Sabo via NABS-L >> wrote: >> >> hello all, >> well, I need some help from you all and, maybe someone can help me >> out. I had to send to someone a copy of something that I tried >> downloading on the internet and, unfortunately, the wev site is >> semiaccessible with jfw. so, they had to use a mouse to use my >> computer to do it. the file was a pdf and, I have tried finding it >> because the person didn't save it in my documents. so, how do I go >> about in finding this file or files on my computer since it's very >> important to me and, I need it asap? and, how do I go about in finding >> files on my computer in which I didn't save them in a particular >> folder like my documents for example? thanks again and, I look >> forward to hearing from you all soon! >> >> >> hugs, >> amy >> >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for >> NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/jfranks%40nfbtx.org > From lizmohnke at hotmail.com Sat Nov 17 15:14:49 2018 From: lizmohnke at hotmail.com (Elizabeth Mohnke) Date: Sat, 17 Nov 2018 15:14:49 +0000 Subject: [NABS-L] Struggling in Math Class Message-ID: Hello All, Thank you for taking the time to respond to my email regarding my struggles with my math class. Does anyone know where I might be able to find additional materials online that might help me understand the concepts we are learning in my math class? I am currently taking a college algebra class, and we are currently learning functions of logarithms. If I learned anything about logarithms back in high school, it is nothing that I remember. So I am feeling totally lost and confused for this section in my math class. So if anyone knows of any good places to look online for some additional help in learning about logarithms, or could help point me in the direction where I might be able to find something online that could help me in learning about logarithms, I would greatly appreciate hearing from you. Thanks, Elizabeth From carlymih at comcast.net Sat Nov 17 15:21:59 2018 From: carlymih at comcast.net (Carly Mihalakis) Date: Sat, 17 Nov 2018 07:21:59 -0800 Subject: [NABS-L] Math query: In-Reply-To: References: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> Message-ID: Good morning, Kendra, Have you explored sciences like sociology? My own journey as a college student at one time has shown me sociology. I hope that particular science turns you on the way it did me. I found out that, sociology (the study of different kinds of people) is something that I could see present in my own experience as well as in the many vibrant cultures that I could see thriving (and sometimes, dying) around me.it was therefore relevant to how my own experience was unfolding. Besides, I've never felt a part of anything, that is, while going through my own life experience, never did I feel that my own life experience ever would or ever could be counted beside or amongst those lives of others, so why not study other deviant people? Don't freak out at mention of deviance. All that is referring too is people whom, for whatever reason, are not considdered "normal" or otherwise represented upon the almighty bellcurve or baseline. Don't you feel this observation as a blind person, more than applies to your own experience, too? And, the only math that is required for this major is general math! Carly 408-209-3239 Exploring sociology, Sociology of deviants specifically, Don't freak out by mention of the word, deviance. All that referrs too is a deviant state, as in not "normal" that is, not otherwise represented upon the almighty baseline for which people are always reaching, but never actually grasping. interested me the most) . Unfortunently, I have explored other degreese before this one and also, just as unfortunent, I have also discovered that they either are not local or they require even more math than what this degree requires. Do you know of a science degree that doesn’t envolve math? I sertainly don’t know of any. Society in the United States have made it to where you can’t become a climatologist or even any form of a scientist without having to take a lot of math. Unfortunently for those science nerds like me who are much better at science than at math, it also cuts folks like me off from being able to aquire that degree without a lot of struggle in the math department. I personally believe that there is something totally wrong here!!! What do you think? Thank you for taking the time to read this E Mail! Blessed be!!! Kendra Schaber, Chemeketa Community College, 350 Org, Citizen’s Climate Lobby, National Federation of the Blind of Oregon, Capitol Chapter, Salem, Oregon. Home email: Redwing731 at gmail.com Chemeketa Community College Email: Kschaber at my.Chemeketa.edu Phone: 971-599-9991 "When the student is ready, the teacher will appear" Author Unknown. Sent From My iPhone SE. Sent from My Gmail Email. Get Outlook Express for IOS. > On Nov 14, 2018, at 13:20, Roger Newell via NABS-L wrote: > > I would suggest reconsidering your choice of a degree. If you have > always struggled with math and will likely continue to do so, you are > putting your potential for academic success at risk by undertaking a > dgree with a significant mathematical component in which much of the > material will be even more complex than what you are used to at > school. What you are attempting to do is analogous to a person who > wants to become an astronaut not being good at science—it simply won't > work and you will have lostt precious time. > >> On 11/14/18, Kendra Schaber via NABS-L wrote: >> >> >> Hi all! >> I have a math query that I’m trying to solve. Starting in the winter, I’m >> going to start my climatology degree. The degree requires a lot of math and >> a lot of science. There are several factors in this one but I’m asking all >> over the map for advise. I’m also not planning on taking courses in the >> coming summer because of a good chance of attending the NFB National >> Convention. I was informed that the summer classes are short anyway. I have >> been advised against it by everyone who I discussed summer to so far. >> Because of this thing regarding summer, this gives me another much bigger. >> query that I’m on a quest to solve. Before I get to the query itself, I need >> to put some factors on the table first. I might not get all of them but >> that’s all right because I have plans to delve deeper into factors that I’m >> not even aware of at this time. I’ll lay out the ones that I am aware of >> here because I want the best advise I can get from you all giving the >> information that I include here. My first class is Math111 which is an >> Algebra class. I only go up from there. I have to take more algebra classes, >> calcus, statistics and the like. I might even have to go higher than that in >> math. I have always either struggled in math or felt as though I have >> struggled in math. I have even used a math tutor in past math classes. >> That’s even taking into account of accessable technology at the time and my >> math skills to begin with. One problem that I have ran into when taking math >> classes in the past which includes the best tech avalible at the time and a >> math tutor is shear burn out. I simply want to avoid as much of that as >> possible. But I also want to keep the degree moving along the way the whole >> time I’m in school. I don’t know how Math112 will look in terms of studdying >> hours, homework and so fforth. But for now, I’ll use Math111 for example. I >> got my updated cylabus today and it calculated that on averige, a student >> requires around 2 to 3 hours of homework each hour of class. Since I have to >> take this class for one hour each week day, that means that I have to put in >> around 3 to 4 hours of my day devoted to math, including the classroom >> itself. I’m not including for unforseen factors of course. I’m just going >> off of the numbers the cylabus gave me in print. I might be faster, I might >> be slower. I might even change speed depending on when I run into parts that >> I master quickly and then run into parts that I struggle with the whole time >> I’m working. But that last factor is totally unperdictable. But I have the >> best technology I know of and I’m trying to sort out if I’m going to run >> into something that is totally inaccessible before I dare attempt at trying >> it in the class room. I think that if it’s totally inaccessible, that it’s >> too late to work around it except for compleetly unforseen surprises that >> are also unperdictable. I’m trying to sort out as many problems ahead of >> time as possible so that college will be a bit smoother. One factor that I >> don’t know anything about yet is how my writing class will look like. I >> don’t know what it’s homework load will look like. I also don’t know my >> schedule for my writing class will be like either. In fact, I know nothing >> about my writing class except for the fact that it’s called Writing90. >> That’s it!!! In any case, I also need to sort out my spring schedule >> followed up by my fall of 2019 schedule so that I can get my financial aid >> sorted out. On top of that, there are some classes that if I don’t take in >> the fall, I have to wait a whole year before I can make another attempt. I >> have to pick my advisor at the Counseling Center to sort that factor out. I >> have already scheduled that appointment. But I also have classes that are >> shorter and only take one term to cover. I’m not sure what those classes are >> without looking at my degree first. I do know this, I also have a writing >> class that I’m taking in the winter. I also have another writing class that >> I’m taking in the spring term. I have the option of taking another math >> class in the spring term as well. I also have the option of taking a math >> class in the fall term as well. I also have the option of taking a math >> class in the spring and another math class in the fall. I also have the >> option of taking my writing class along with something else that is not math >> in the spring term and then saving the next math class in the fall term. >> Mind you, no mater the options I have listed, the writing class is a >> constant class in the winter term and the spring term. But not nessearily in >> the fall term. I could take a science class in the fall term along with a >> math class. I personally would like to take a math class in the winter along >> with the writing class and follow that up with my writing class and >> something else other than math in the spring term. But I’m getting mixed and >> unsertain feedback on which route to take. Some have suggested that I keep >> up with the math class but explore all of my options. Others were simply, >> unsure. Still others said to get a math tutor. Someone else suggested that I >> take something that I’m good at in the spring and go back to math in the >> following fall. I even got someone who is totally unsure which route to >> take. I’m going to now give this one to you guys to look over and tell me >> what you think. Which route do you think is best for me to avoid burn out >> and also keep my degree moving? >> One: Math and writing in the winter followed by a second math class along >> with a writing class in the spring term and then taking a third math class >> in the fall term? >> Two: Math and writing in the winter followed up by a writing class and >> something else in the spring and then resuming math class in the following >> fall term? >> I have heard both sides of the argument on which route will be best for me. >> Some people have reported that they do better when they get all of their >> math classes done at once. Others argued that they favore the break in >> between classes. I want the best inclusive feedback on this issue. What are >> your experiences? What do you think of all of this? Also, what is your >> advise on this cross road? >> >> >> Thank you for taking the time to read this E Mail! >> Blessed be!!! >> Kendra Schaber, >> Chemeketa Community College, >> 350 Org, >> Citizen’s Climate Lobby, >> National Federation of the Blind of Oregon, >> Capitol Chapter, >> Salem, Oregon. >> Home email: >> Redwing731 at gmail.com >> Chemeketa Community College Email: >> Kschaber at my.Chemeketa.edu >> Phone: >> 971-599-9991 >> "When the student is ready, the teacher will appear" Author Unknown. >> Sent From My iPhone SE. >> Sent from My Gmail Email. >> Get Outlook Express for IOS. >> >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for >> NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com >> > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/redwing731%40gmail.com _______________________________________________ NABS-L mailing list NABS-L at nfbnet.org http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org To unsubscribe, change your list options or get your account info for NABS-L: http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/carlymih%40comcast.net From keribcu at gmail.com Sat Nov 17 15:45:13 2018 From: keribcu at gmail.com (Keri Svendsen) Date: Sat, 17 Nov 2018 10:45:13 -0500 Subject: [NABS-L] Math query: In-Reply-To: <5bf0328b.1c69fb81.c864.9ffcSMTPIN_ADDED_MISSING@mx.google.com> References: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> <5bf0328b.1c69fb81.c864.9ffcSMTPIN_ADDED_MISSING@mx.google.com> Message-ID: <7223ea12-dfd0-2fa2-8429-5462486b04cc@gmail.com> Carly, Every school's requirements for math in any major is different. sociology programs sometimes require Algebra, or stats. On 11/17/2018 10:21 AM, Carly Mihalakis via NABS-L wrote: > Good morning, Kendra, > > Have you explored sciences like sociology? My own journey as a college > student at one time has shown me sociology.  I hope that particular > science turns you on the way it did me. I found out that, sociology > (the study of different kinds of people) is something that I could see > present in my own experience as well as in the many vibrant cultures > that I could see thriving (and sometimes, dying) around me.it was > therefore relevant to how my own experience was unfolding. Besides, > I've never felt a part of anything, that is, while going through my > own life experience, never did I feel that my own life experience ever > would or ever could be counted beside or amongst those lives of > others, so why not study other deviant people? Don't freak out at > mention of deviance. All that is referring too is people whom, for > whatever reason, are not considdered "normal" or otherwise represented > upon the almighty bellcurve or baseline. Don't you feel this > observation as a blind person, more than applies to your own > experience, too? > And, the only math that is required for this major is general math! > Carly 408-209-3239 > Exploring sociology, Sociology of deviants specifically, Don't freak > out by mention of the word, deviance. All that referrs too is a > deviant state, as in not "normal" that is, not otherwise represented > upon the almighty baseline for which people are always reaching, but > never actually grasping. interested me the most) >     . Unfortunently, I have explored other degreese before this one > and also, just as unfortunent, I have also discovered that they either > are not local or they require even more math than what this degree > requires. Do you know of a science degree that doesn’t envolve math? > I sertainly don’t know of any. Society in the United States have > made it to where you can’t become a climatologist or even any form > of a scientist without having to take a lot of math. Unfortunently for > those science nerds like me who are much better at science than at > math, it also cuts folks like me off from being able to aquire that > degree without a lot of struggle in the math department. I personally > believe that there is something totally wrong here!!! What do you > think? Thank you for taking the time to read this E Mail! Blessed > be!!! Kendra Schaber, Chemeketa Community College, 350 Org, > Citizen’s Climate Lobby,    National Federation of the Blind of > Oregon,  Capitol Chapter, Salem, Oregon. Home email: > Redwing731 at gmail.com Chemeketa Community College Email: > Kschaber at my.Chemeketa.edu  Phone: 971-599-9991 "When the student is > ready, the teacher will appear" Author Unknown. Sent From My iPhone > SE. Sent from My Gmail Email. Get Outlook Express for IOS.    > On Nov > 14, 2018, at 13:20, Roger Newell via NABS-L wrote: > > > I would suggest reconsidering your choice of a degree. If you have > > always struggled with math and will likely continue to do so, you > are > putting your potential for academic success at risk by > undertaking a > dgree with a significant mathematical component in > which much of the > material will be even more complex than what you > are used to at > school. What you are attempting to do is analogous to > a person who > wants to become an astronaut not being good at > science—it simply won't > work and you will have lostt precious time. > > >> On 11/14/18, Kendra Schaber via NABS-L wrote: > >> >> >> Hi all! >> I have a math query that I’m trying to solve. > Starting in the winter, I’m >> going to start my climatology degree. > The degree requires a lot of math and >> a lot of science. There are > several factors in this one but I’m asking all >> over the map for > advise. I’m also not planning on taking courses in the >> coming > summer because of a good chance of attending the NFB National >> > Convention. I was informed that the summer classes are short anyway. I > have >> been advised against it by everyone who I discussed summer to > so far. >> Because of this thing regarding summer, this gives me > another much bigger. >> query that I’m on a quest to solve. Before I > get to the query itself, I need >> to put some factors on the table > first. I might not get all of them but >> that’s all right because I > have plans to delve deeper into factors that I’m >> not even aware > of at this time. I’ll lay out the ones that I am aware of >> here > because I want the best advise I can get from you all giving the >> > information that I include here. My first class is Math111 which is an > >> Algebra class. I only go up from there. I have to take more algebra > classes, >> calcus, statistics and the like. I might even have to go > higher than that in >> math. I have always either struggled in math or > felt as though I have >> struggled in math. I have even used a math > tutor in past math classes. >> That’s even taking into account of > accessable technology at the time and my >> math skills to begin with. > One problem that I have ran into when taking math >> classes in the > past which includes the best tech avalible at the time and a >> math > tutor is shear burn out. I simply want to avoid as much of that as >> > possible. But I also want to keep the degree moving along the way the > whole >> time I’m in school. I don’t know how Math112 will look in > terms of studdying >> hours, homework and so fforth. But for now, > I’ll use Math111 for example. I >> got my updated cylabus today and > it calculated that on averige, a student >> requires around 2 to 3 > hours of homework each hour of class. Since I have to >> take this > class for one hour each week day, that means that I have to put in >> > around 3 to 4 hours of my day devoted to math, including the classroom > >> itself. I’m not including for unforseen factors of course. I’m > just going >> off of the numbers the cylabus gave me in print. I might > be faster, I might >> be slower. I might even change speed depending > on when I run into parts that >> I master quickly and then run into > parts that I struggle with the whole time >> I’m working. But that > last factor is totally unperdictable. But I have the >> best > technology I know of and I’m trying to sort out if I’m going to > run >> into something that is totally inaccessible before I dare > attempt at trying >> it in the class room. I think that if it’s > totally inaccessible, that it’s >> too late to work around it except > for compleetly unforseen surprises that >> are also unperdictable. > I’m trying to sort out as many problems ahead of >> time as possible > so that college will be a bit smoother. One factor that I >> don’t > know anything about yet is how my writing class will look like. I >> > don’t know what it’s homework load will look like. I also don’t > know my >> schedule for my writing class will be like either. In fact, > I know nothing >> about my writing class except for the fact that > it’s called Writing90. >> That’s it!!! In any case, I also need to > sort out my spring schedule >> followed up by my fall of 2019 schedule > so that I can get my financial aid >> sorted out. On top of that, > there are some classes that if I don’t take in >> the fall, I have > to wait a whole year before I can make another attempt. I >> have to > pick my advisor at the Counseling Center to sort that factor out. I >> > have already scheduled that appointment. But I also have classes that > are >> shorter and only take one term to cover. I’m not sure what > those classes are >> without looking at my degree first. I do know > this, I also have a writing >> class that I’m taking in the winter. > I also have another writing class that >> I’m taking in the spring > term. I have the option of taking another math >> class in the spring > term as well. I also have the option of taking a math >> class in the > fall term as well. I also have the option of taking a math >> class in > the spring and another math class in the fall. I also have the >> > option of taking my writing class along with something else that is > not math >> in the spring term and then saving the next math class in > the fall term. >> Mind you, no mater the options I have listed, the > writing class is a >> constant class in the winter term and the spring > term. But not nessearily in >> the fall term. I could take a science > class in the fall term along with a >> math class. I personally would > like to take a math class in the winter along >> with the writing > class and follow that up with my writing class and >> something else > other than math in the spring term. But I’m getting mixed and >> > unsertain feedback on which route to take. Some have suggested that I > keep >> up with the math class but explore all of my options. Others > were simply, >> unsure. Still others said to get a math tutor. Someone > else suggested that I >> take something that I’m good at in the > spring and go back to math in the >> following fall. I even got > someone who is totally unsure which route to >> take. I’m going to > now give this one to you guys to look over and tell me >> what you > think. Which route do you think is best for me to avoid burn out >> > and also keep my degree moving? >> One: Math and writing in the winter > followed by a second math class along >> with a writing class in the > spring term and then taking a third math class >> in the fall term? >> > Two: Math and writing in the winter followed up by a writing class and > >> something else in the spring and then resuming math class in the > following >> fall term? >> I have heard both sides of the argument on > which route will be best for me. >> Some people have reported that > they do better when they get all of their >> math classes done at > once. Others argued that they favore the break in >> between classes. > I want the best inclusive feedback on this issue. What are >> your > experiences? What do you think of all of this? Also, what is your >> > advise on this cross road? >> >> >> Thank you for taking the time to > read this E Mail! >> Blessed be!!! >> Kendra Schaber, >> Chemeketa > Community College, >> 350 Org, >> Citizen’s Climate Lobby, >> > National Federation of the Blind of Oregon, >> Capitol Chapter, >> > Salem, Oregon. >> Home email: >> Redwing731 at gmail.com >> Chemeketa > Community College Email: >> Kschaber at my.Chemeketa.edu >> Phone: >> > 971-599-9991 >> "When the student is ready, the teacher will appear" > Author Unknown. >> Sent From My iPhone SE. >> Sent from My Gmail > Email. >> Get Outlook Express for IOS. >> >> > _______________________________________________ >>  NABS-L mailing > list >> NABS-L at nfbnet.org >> > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org  >> To > unsubscribe, change your list options or get your account info for >> > NABS-L: >> > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com > >> > > _______________________________________________ > NABS-L > mailing list > NABS-L at nfbnet.org > > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org  > To > unsubscribe, change your list options or get your account info for > NABS-L: > > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/redwing731%40gmail.com > _______________________________________________ NABS-L mailing list > NABS-L at nfbnet.org http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/carlymih%40comcast.net > > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/keribcu%40gmail.com -- Keri Svendsen From inscriptioelectronicaaustralia at gmail.com Sat Nov 17 23:49:23 2018 From: inscriptioelectronicaaustralia at gmail.com (Roger Newell) Date: Sun, 18 Nov 2018 10:49:23 +1100 Subject: [NABS-L] Math query: In-Reply-To: References: <6B7865F0-EA80-4257-82E3-3E66674FF4A8@gmail.com> <6D57F92E-E31B-4AFF-BE75-DB97133F868A@gmail.com> Message-ID: You can read about it on the Hadley website here https://www.hadley.edu/ShowCourseDetail.asp?courseid=MTH-101 It looks far easier than any college math course, so may not be useful for you, however Hadley also has algebra courses. On 11/17/18, Kendra Schaber via NABS-L wrote: > Hi all! > What field of math is that practical Math 1 course at Hadley studying? Is > it Algebra, Calculus or simply, general math as in the math that most people > work every day? > > > Thank you for taking the time to read this E Mail! > Blessed be!!! > Kendra Schaber, > Chemeketa Community College, > 350 Org, > Citizen’s Climate Lobby, > National Federation of the Blind of Oregon, > Capitol Chapter, > Salem, Oregon. > Home email: > Redwing731 at gmail.com > Chemeketa Community College Email: > Kschaber at my.Chemeketa.edu > Phone: > 971-599-9991 > "When the student is ready, the teacher will appear" Author Unknown. > Sent From My iPhone SE. > Sent from My Gmail Email. > Get Outlook Express for IOS. > > >> On Nov 15, 2018, at 07:42, Jessica Dail wrote: >> >> Hello, >> I am taking a math class through Hadley Institute for the blind and >> visually impaired. The name of my math class is practical math one. I'm >> stuck on a concept in less than four. I can't understand how to work with >> partial products. Can anyone help? The way the textbook describes it is >> very confusing to me, but that's because I never learned this concept in >> high school. >> Thanks for any assistance, >> >> Jessica >> >> Thanks, >> Jessica >> >>> On Nov 14, 2018, at 5:58 PM, Kendra Schaber via NABS-L >>> wrote: >>> >>> Hi all! >>> I like that annalligy!!! I have actually concidered that one years ago >>> myself. Believe it or not. Unfortunently, I have explored other degreese >>> before this one and also, just as unfortunent, I have also discovered >>> that they either are not local or they require even more math than what >>> this degree requires. Do you know of a science degree that doesn’t >>> envolve math? I sertainly don’t know of any. Society in the United States >>> have made it to where you can’t become a climatologist or even any form >>> of a scientist without having to take a lot of math. Unfortunently for >>> those science nerds like me who are much better at science than at math, >>> it also cuts folks like me off from being able to aquire that degree >>> without a lot of struggle in the math department. I personally believe >>> that there is something totally wrong here!!! What do you think? >>> >>> >>> Thank you for taking the time to read this E Mail! >>> Blessed be!!! >>> Kendra Schaber, >>> Chemeketa Community College, >>> 350 Org, >>> Citizen’s Climate Lobby, >>> National Federation of the Blind of Oregon, >>> Capitol Chapter, >>> Salem, Oregon. >>> Home email: >>> Redwing731 at gmail.com >>> Chemeketa Community College Email: >>> Kschaber at my.Chemeketa.edu >>> Phone: >>> 971-599-9991 >>> "When the student is ready, the teacher will appear" Author Unknown. >>> Sent From My iPhone SE. >>> Sent from My Gmail Email. >>> Get Outlook Express for IOS. >>> >>> >>>> On Nov 14, 2018, at 13:20, Roger Newell via NABS-L >>>> wrote: >>>> >>>> I would suggest reconsidering your choice of a degree. If you have >>>> always struggled with math and will likely continue to do so, you are >>>> putting your potential for academic success at risk by undertaking a >>>> dgree with a significant mathematical component in which much of the >>>> material will be even more complex than what you are used to at >>>> school. What you are attempting to do is analogous to a person who >>>> wants to become an astronaut not being good at science—it simply won't >>>> work and you will have lost precious time. >>>> >>>>> On 11/14/18, Kendra Schaber via NABS-L wrote: >>>>> >>>>> >>>>> Hi all! >>>>> I have a math query that I’m trying to solve. Starting in the winter, >>>>> I’m >>>>> going to start my climatology degree. The degree requires a lot of math >>>>> and >>>>> a lot of science. There are several factors in this one but I’m asking >>>>> all >>>>> over the map for advise. I’m also not planning on taking courses in the >>>>> coming summer because of a good chance of attending the NFB National >>>>> Convention. I was informed that the summer classes are short anyway. I >>>>> have >>>>> been advised against it by everyone who I discussed summer to so far. >>>>> Because of this thing regarding summer, this gives me another much >>>>> bigger. >>>>> query that I’m on a quest to solve. Before I get to the query itself, I >>>>> need >>>>> to put some factors on the table first. I might not get all of them but >>>>> that’s all right because I have plans to delve deeper into factors that >>>>> I’m >>>>> not even aware of at this time. I’ll lay out the ones that I am aware >>>>> of >>>>> here because I want the best advise I can get from you all giving the >>>>> information that I include here. My first class is Math111 which is an >>>>> Algebra class. I only go up from there. I have to take more algebra >>>>> classes, >>>>> calcus, statistics and the like. I might even have to go higher than >>>>> that in >>>>> math. I have always either struggled in math or felt as though I have >>>>> struggled in math. I have even used a math tutor in past math classes. >>>>> That’s even taking into account of accessable technology at the time >>>>> and my >>>>> math skills to begin with. One problem that I have ran into when taking >>>>> math >>>>> classes in the past which includes the best tech avalible at the time >>>>> and a >>>>> math tutor is shear burn out. I simply want to avoid as much of that as >>>>> possible. But I also want to keep the degree moving along the way the >>>>> whole >>>>> time I’m in school. I don’t know how Math112 will look in terms of >>>>> studdying >>>>> hours, homework and so fforth. But for now, I’ll use Math111 for >>>>> example. I >>>>> got my updated cylabus today and it calculated that on averige, a >>>>> student >>>>> requires around 2 to 3 hours of homework each hour of class. Since I >>>>> have to >>>>> take this class for one hour each week day, that means that I have to >>>>> put in >>>>> around 3 to 4 hours of my day devoted to math, including the classroom >>>>> itself. I’m not including for unforseen factors of course. I’m just >>>>> going >>>>> off of the numbers the cylabus gave me in print. I might be faster, I >>>>> might >>>>> be slower. I might even change speed depending on when I run into parts >>>>> that >>>>> I master quickly and then run into parts that I struggle with the whole >>>>> time >>>>> I’m working. But that last factor is totally unperdictable. But I have >>>>> the >>>>> best technology I know of and I’m trying to sort out if I’m going to >>>>> run >>>>> into something that is totally inaccessible before I dare attempt at >>>>> trying >>>>> it in the class room. I think that if it’s totally inaccessible, that >>>>> it’s >>>>> too late to work around it except for compleetly unforseen surprises >>>>> that >>>>> are also unperdictable. I’m trying to sort out as many problems ahead >>>>> of >>>>> time as possible so that college will be a bit smoother. One factor >>>>> that I >>>>> don’t know anything about yet is how my writing class will look like. I >>>>> don’t know what it’s homework load will look like. I also don’t know my >>>>> schedule for my writing class will be like either. In fact, I know >>>>> nothing >>>>> about my writing class except for the fact that it’s called Writing90. >>>>> That’s it!!! In any case, I also need to sort out my spring schedule >>>>> followed up by my fall of 2019 schedule so that I can get my financial >>>>> aid >>>>> sorted out. On top of that, there are some classes that if I don’t take >>>>> in >>>>> the fall, I have to wait a whole year before I can make another >>>>> attempt. I >>>>> have to pick my advisor at the Counseling Center to sort that factor >>>>> out. I >>>>> have already scheduled that appointment. But I also have classes that >>>>> are >>>>> shorter and only take one term to cover. I’m not sure what those >>>>> classes are >>>>> without looking at my degree first. I do know this, I also have a >>>>> writing >>>>> class that I’m taking in the winter. I also have another writing class >>>>> that >>>>> I’m taking in the spring term. I have the option of taking another math >>>>> class in the spring term as well. I also have the option of taking a >>>>> math >>>>> class in the fall term as well. I also have the option of taking a math >>>>> class in the spring and another math class in the fall. I also have the >>>>> option of taking my writing class along with something else that is not >>>>> math >>>>> in the spring term and then saving the next math class in the fall >>>>> term. >>>>> Mind you, no mater the options I have listed, the writing class is a >>>>> constant class in the winter term and the spring term. But not >>>>> nessearily in >>>>> the fall term. I could take a science class in the fall term along with >>>>> a >>>>> math class. I personally would like to take a math class in the winter >>>>> along >>>>> with the writing class and follow that up with my writing class and >>>>> something else other than math in the spring term. But I’m getting >>>>> mixed and >>>>> unsertain feedback on which route to take. Some have suggested that I >>>>> keep >>>>> up with the math class but explore all of my options. Others were >>>>> simply, >>>>> unsure. Still others said to get a math tutor. Someone else suggested >>>>> that I >>>>> take something that I’m good at in the spring and go back to math in >>>>> the >>>>> following fall. I even got someone who is totally unsure which route to >>>>> take. I’m going to now give this one to you guys to look over and tell >>>>> me >>>>> what you think. Which route do you think is best for me to avoid burn >>>>> out >>>>> and also keep my degree moving? >>>>> One: Math and writing in the winter followed by a second math class >>>>> along >>>>> with a writing class in the spring term and then taking a third math >>>>> class >>>>> in the fall term? >>>>> Two: Math and writing in the winter followed up by a writing class and >>>>> something else in the spring and then resuming math class in the >>>>> following >>>>> fall term? >>>>> I have heard both sides of the argument on which route will be best for >>>>> me. >>>>> Some people have reported that they do better when they get all of >>>>> their >>>>> math classes done at once. Others argued that they favore the break in >>>>> between classes. I want the best inclusive feedback on this issue. What >>>>> are >>>>> your experiences? What do you think of all of this? Also, what is your >>>>> advise on this cross road? >>>>> >>>>> >>>>> Thank you for taking the time to read this E Mail! >>>>> Blessed be!!! >>>>> Kendra Schaber, >>>>> Chemeketa Community College, >>>>> 350 Org, >>>>> Citizen’s Climate Lobby, >>>>> National Federation of the Blind of Oregon, >>>>> Capitol Chapter, >>>>> Salem, Oregon. >>>>> Home email: >>>>> Redwing731 at gmail.com >>>>> Chemeketa Community College Email: >>>>> Kschaber at my.Chemeketa.edu >>>>> Phone: >>>>> 971-599-9991 >>>>> "When the student is ready, the teacher will appear" Author Unknown. >>>>> Sent From My iPhone SE. >>>>> Sent from My Gmail Email. >>>>> Get Outlook Express for IOS. >>>>> >>>>> _______________________________________________ >>>>> NABS-L mailing list >>>>> NABS-L at nfbnet.org >>>>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>>>> To unsubscribe, change your list options or get your account info for >>>>> NABS-L: >>>>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com >>>>> >>>> >>>> _______________________________________________ >>>> NABS-L mailing list >>>> NABS-L at nfbnet.org >>>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>>> To unsubscribe, change your list options or get your account info for >>>> NABS-L: >>>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/redwing731%40gmail.com >>> _______________________________________________ >>> NABS-L mailing list >>> NABS-L at nfbnet.org >>> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >>> To unsubscribe, change your list options or get your account info for >>> NABS-L: >>> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/jldail13%40gmail.com > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com > From PRESIDENT at alumni.ecu.edu Sun Nov 18 01:19:22 2018 From: PRESIDENT at alumni.ecu.edu (Justin Salisbury) Date: Sun, 18 Nov 2018 01:19:22 +0000 Subject: [NABS-L] Reminder: Legislative Advocacy Committee Call Sunday at 8 PM ET Message-ID: Good evening fellow students, I hope that you are enjoying a wonderful weekend. This is a friendly reminder that the legislative advocacy committee is having our monthly conference call tomorrow (Sunday) at 8pm eastern. The call-in number is 712-770-5197, and the access code is 265669. I understand that many of us will be traveling or spending time with family, as I am, too. We will do our very best to keep the call quick and efficient as we cover some important business for November. Talk to you tomorrow! Aloha, Justin Justin M. Hideaki Salisbury, MA, NOMC, NCRTB, NCUEB Board Member | National Association of Blind Students A proud division of the National Federation of the Blind (808) 797-8606 president at alumni.ecu.edu | www.nabslink.org From chong.curtis at gmail.com Sat Nov 17 10:56:35 2018 From: chong.curtis at gmail.com (Curtis Chong) Date: Sat, 17 Nov 2018 03:56:35 -0700 Subject: [NABS-L] [Colorado-talk] finding files on my computer In-Reply-To: References: Message-ID: <000e01d47e64$35db7070$a1925150$@gmail.com> Hello Amy: If the file was downloaded from the Internet through a browser, it is likely in your Downloads folder and not in your Documents folder. You can easily get to your Downloads folder by pressing Windows with R to bring up the Run dialog, typing downloads, and pressing Enter. Good luck. Warmly, Curtis chong -----Original Message----- From: Colorado-Talk On Behalf Of Amy Sabo via Colorado-Talk Sent: Friday, November 16, 2018 5:34 PM To: National Association of Blind Students mailing list ; NFB of Colorado Discussion List Cc: Amy Sabo Subject: [Colorado-talk] finding files on my computer hello all, well, I need some help from you all and, maybe someone can help me out. I had to send to someone a copy of something that I tried downloading on the internet and, unfortunately, the wev site is semiaccessible with jfw. so, they had to use a mouse to use my computer to do it. the file was a pdf and, I have tried finding it because the person didn't save it in my documents. so, how do I go about in finding this file or files on my computer since it's very important to me and, I need it asap? and, how do I go about in finding files on my computer in which I didn't save them in a particular folder like my documents for example? thanks again and, I look forward to hearing from you all soon! hugs, amy _______________________________________________ Colorado-Talk mailing list Colorado-Talk at nfbnet.org http://nfbnet.org/mailman/listinfo/colorado-talk_nfbnet.org To unsubscribe, change your list options or get your account info for Colorado-Talk: http://nfbnet.org/mailman/options/colorado-talk_nfbnet.org/chong.curtis%40gm ail.com List archives can be found at From rollercoasterman86 at gmail.com Mon Nov 19 02:07:22 2018 From: rollercoasterman86 at gmail.com (andrew edgcumbe) Date: Sun, 18 Nov 2018 21:07:22 -0500 Subject: [NABS-L] chris zoom Message-ID: Hi Chris to Chris I emailed about zoom the other day in my email there is no reply to sender so could we you email me privately so i can get this zoom figured out? I am having trouble logging in stuff like that if you could email me off list that would be great. From matthewhgip at gmail.com Mon Nov 19 15:27:01 2018 From: matthewhgip at gmail.com (Matthew Gip) Date: Mon, 19 Nov 2018 07:27:01 -0800 Subject: [NABS-L] Reminder: Meet the CABS Board Call Tonight! Message-ID: <5CEE9F2E-E322-4ECE-A1D0-FAF149016ABA@gmail.com> Hello Students, This is a friendly reminder that the California Association of Blind Students will have a special Meet the Board Call tonight, at 8:00 pm pacific. We are so excited to be having this call for you and it gives you the opportunity to engage with the board and ask any questions you may have and you can also bring up any concerns and additional comments you may have. This will be our first board meeting after our amazing state convention so there will definitely be lots of energy and enthusiasm in the air and we would love to have as many guests as possible; we always love having guests on our calls. See you tonight! Call: (712) 770-4130 Access code: 868746 Best, Matthew Gip President | California Association of Blind Students Board Member | National Federation of the Blind of California Co-chair | National Association of Blind Students Outreach Committee Phone: (559) 375-2068 Email: matthewhgip at gmail.com The National Federation of the Blind is a community of members and friends who believe in the hopes and dreams of the nations blind. Every day we work together to help blind people live the lives they want. From rbacchus228 at gmail.com Mon Nov 19 20:56:21 2018 From: rbacchus228 at gmail.com (Roanna Bacchus) Date: Mon, 19 Nov 2018 15:56:21 -0500 Subject: [NABS-L] The Difference Between Structured Discovery and Conventional Training Message-ID: <5bf32378.1c69fb81.3f753.5bc0@mx.google.com> Dear Students, I hope this message finds all of you well. Today I was reading a study about the competitive employment outcomes for blind and visually impaired individuals. The report discussed the conventional and structured discovery approaches to training. Many blind people have benefitted from the structured discovery approach taught at the Nfb training centers. What is the difference between structured discovery and the conventional approach to training? Look forward to reading you thoughts on this topic. Roanna Bacchus  From mkvnfb94 at gmail.com Mon Nov 19 22:09:56 2018 From: mkvnfb94 at gmail.com (Mariya Vasileva) Date: Mon, 19 Nov 2018 17:09:56 -0500 Subject: [NABS-L] The Difference Between Structured Discovery and Conventional Training In-Reply-To: <5bf32378.1c69fb81.3f753.5bc0@mx.google.com> References: <5bf32378.1c69fb81.3f753.5bc0@mx.google.com> Message-ID: <44A5C013-E610-4AD1-816E-99DF674F9384@gmail.com> Hi, The structured method allows you to explore other options and ways of doing things versus the conventional where you learn only one way and one way only of doing something. For example, travel, the conventional method teaches one route from point a to point B, while the structured version teaches the alternative routes in case that primary one is blocked off. The reason why a lot of people are better off learning the structured method as apposed to the conventional, is because once they get employed or go to college, they have those other alternatives to handling stuff instead of just one way in case that way does not work all the time depending on the situation. Sent from my iPhone > On Nov 19, 2018, at 15:56, Roanna Bacchus via NABS-L wrote: > > Dear Students, > > I hope this message finds all of you well. Today I was reading a study about the competitive employment outcomes for blind and visually impaired individuals. The report discussed the conventional and structured discovery approaches to training. Many blind people have benefitted from the structured discovery approach taught at the Nfb training centers. What is the difference between structured discovery and the conventional approach to training? Look forward to reading you thoughts on this topic. > > Roanna Bacchus > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/mkvnfb94%40gmail.com From James.Salas at state.nm.us Tue Nov 20 02:42:07 2018 From: James.Salas at state.nm.us (Salas, James, CFB) Date: Mon, 19 Nov 2018 20:42:07 -0600 Subject: [NABS-L] FW: Assistive Technology Specialist Supervisor Vacancy in New Mexico Message-ID: -----Original Message----- From: Salas, James, CFB Sent: Monday, November 19, 2018 3:20 PM To: 'jobs at nfbnet.org' Subject: Assistive Technology Specialist Supervisor Vacancy in New Mexico Greetings, We are recruiting for an Assistive Technology Specialist Supervisor position with the New Mexico Commission for the Blind. The position is in our Albuquerque office. The most relevant aspects of the job posting are provided below my signature block. The posting is open until filled, but please apply as soon as you can. To reach the job posting, 1. Visit the following link to go directly to the posting: https://careers.share.state.nm.us/psc/hprdcg/EMPLOYEE/HRMS/c/HRS_HRAM_FL.HRS_CG_SEARCH_FL.GBL?Page=HRS_APP_SCHJOB_FL&FOCUS=Applicant& Or 2. Go to the NM State Personnel Website at www.spo.state.nm.us, click the link for View Job Opportunities & Apply, and enter the job title in the search field. Applications are accepted through the New Mexico State Personnel Office online application system only! Note to screen reader users: Recent updates to this online application utility have made it difficult to complete independently using screen reading technology. Screen reader users who experience difficulty with the application utility should contact Ms. Andrea Rivera-Smith of the State Personnel Office at (505) 695-5606 for assistance. She can also confirm that your application (including uploaded transcripts, licenses, etc.) has been successfully received for consideration. Please forward this announcement to any individuals that you believe might be interested in a great job with our agency. Interested individuals can contact me to discuss the position. Thank you. Jim James L. Salas Deputy Director NM Commission for the Blind Phone 505.383.2251 www.cfb.state.nm.us James.Salas at state.nm.us --- New Mexico Commission for the Blind Vacancy Announcement - Job Title: Assistive Technology Specialist Supervisor - Full/Part Time: Full-Time - Regular/Temporary: Regular - Permanent - Closing Date: Open Until Filled - Pay Grade: 70 - Salary: The salary range for this position is $35,381 - $61,568 Annually, ($17.01 - $29.60 Hourly). Offered salary will be based on education and experience. - Benefits: Full State of New Mexico benefits, including health insurance, life insurance, retirement, sick leave, annual leave, and ten holidays. - Why does the job exist? This job is responsible for managing and supervising the Assistive Technology Unit which provides a wide variety of technology services to the Commission's vocational rehabilitation clients, including evaluating new technologies/assistive technologies and assessing their applicability to clients, evaluating client needs, evaluating college and employer environments, making recommendations to Vocational Rehabilitation (VR) Counselors, configuring and delivering systems, and delivering training. - How does it get done? The incumbent supervises four Assistive Technology Specialists and three support staff. This position plans, directs, and schedules the work of the unit; approves leave requests; evaluates performance; trains staff; keeps abreast of technology and assistive technology needs of consumers; makes technology and assistive technology recommendations to Vocational Rehabilitation counselors; negotiates price agreements with technology, assistive technology, and training vendors; assigns consumer training duties to staff; delivers technology training to consumers; and determines outside resources for delivering training to consumers. - Who are the customers? Students and adults with blindness or severe visual impairments, family members, school personnel, employers, and Vocational Rehabilitation Counselors - Ideal Candidate: The ideal candidate will have a Bachelor's degree and six years of experience with assistive technology, including screen readers, screen/video magnifiers, optical character recognition systems, Braille production, and portable book readers. Two years of supervisory or management experience. Basic computer technology, including Windows and Mac OS computers, tablets, Microsoft Office, networks, peripherals, and training. - Minimum Qualifications: Bachelor's degree and 2 years of experience in assistive technology related to blindness or low vision. Substitutions Apply. See Substitution Table below. - Substitution Table: These combinations of education and experience qualify you for the position: 1. High School Diploma or Equivalent and 6 years of experience 2. Associate's degree and 4 years of experience 3. Bachelor's degree and 2 years of experience 4. Master's degree or higher and 0 years of experience -- Education and years of experience must be related to the purpose of the position. -- If Minimum Qualification requires a specific number of "semester hours" in a field (e.g. 6 semester hours in Accounting), applicants MUST have those semester hours in order to meet the minimum qualifications. No substitutions apply for semester hours. -- If you have indicated in your application that you have an education higher than a high school diploma or GED, you must attach a copy of your unofficial transcript to the application. Your application WILL NOT be considered for further review if you have failed to provide this information. - Working Conditions: -- Work is generally performed in an office setting, though work requires frequent visits to client homes, secondary and post-secondary schools, and employer locations; regular exposure to Visual/Video Display Terminal (VDT), personal computers, printers, scanners, video magnifiers, and Braille displays/embossers; and requires extensive telephone usage. Duties require lifting of typical computer hardware, as well as walking, standing, sitting, bending, and crawling. Regularly works with individuals with secondary disabilities, some of which resulting in challenging behaviors. Occasionally exposed to service animals. Regular travel is required throughout New Mexico, including occasional overnight travel using agency vehicles. - Bargaining Unit: This position is not covered by a collective bargaining agreement. - Agency Contact Information: Kelly Quintana, (505) 476.4456 - There are also approximately ten questions addressing education, experience, and specialized qualifications. -- end From brianstone984 at boisestate.edu Tue Nov 20 18:07:38 2018 From: brianstone984 at boisestate.edu (Brian Stone) Date: Tue, 20 Nov 2018 11:07:38 -0700 Subject: [NABS-L] University survey about education, accommodation, assistive technology, and discrimination related to blindness and visual impairment Message-ID: Greetings from research team working with Dr. Brian Stone at Boise State University. We are conducting a simple research study in which we ask those who identify as blind or visually impaired to fill out a survey. The survey relates to your experiences in the educational system, including accommodations, assistive technology, and social experiences. It will also ask some general questions about your use of assistive technology, your interactions with others, and so on. This research is supported in part by the Teach Access initiative to increase accessibility in higher education and student training, as well as by the Association for Psychological Science. Some of the questions were written by university students specifically studying accessibility and design related to blindness and visual impairment. If you are interested in participating, click the link below to read a consent statement and then complete the survey. It should take between 15 to 35 minutes to complete. Participation is completely voluntary and your answers will be anonymous. Click on the link below to take this survey on a secure platform: https://boisestate.az1.qualtrics.com/jfe/form/SV_9Zeqt6UdodnWnZj Thank you for your time. Note: we are posting this on a few different websites and email lists, so apologies if you see it in multiple places. Please only participate one time. From johnawright98 at gmail.com Tue Nov 20 19:40:37 2018 From: johnawright98 at gmail.com (johnawright98 at gmail.com) Date: Tue, 20 Nov 2018 14:40:37 -0500 Subject: [NABS-L] November Discussion Starter Message-ID: <46371CB5-66D3-45C9-A354-3D0514D98406@gmail.com> Hi, all! Thanksgiving break is finally upon us! While you are gobbling down some turkey and dressing/stuffing, please take a moment to participate in this month’s discussion! Since this month’s outreach theme is Federation Philosophy, I wanted to get some insight into your own personal philosophies regarding this highly debated topic: should blind people choose to preboard on airplanes? Why or why not? I look forward to your responses! As always, please be respectful of others’ opinions. Cheers, Johna Wright Vice President, National Federation of the Blind Community Service Division Social Media Chair, National Association of Blind Students From jldail13 at gmail.com Tue Nov 20 20:04:19 2018 From: jldail13 at gmail.com (Jessica Dail) Date: Tue, 20 Nov 2018 15:04:19 -0500 Subject: [NABS-L] November Discussion Starter In-Reply-To: <46371CB5-66D3-45C9-A354-3D0514D98406@gmail.com> References: <46371CB5-66D3-45C9-A354-3D0514D98406@gmail.com> Message-ID: <89BE71BD-3104-40D4-AD33-D2E13E33159E@gmail.com> Hi, My name is Jessica. I say, "yes, absolutely. If I preboard, the other passengers are less likely to bump into me, and it'll be less crowded." Thanks, and have a Happy Thanksgiving! :) Jessica Sent from my iPhone > On Nov 20, 2018, at 2:40 PM, Johna Wright via NABS-L wrote: > > Hi, all! > > Thanksgiving break is finally upon us! While you are gobbling down some turkey and dressing/stuffing, please take a moment to participate in this month’s discussion! Since this month’s outreach theme is Federation Philosophy, I wanted to get some insight into your own personal philosophies regarding this highly debated topic: should blind people choose to preboard on airplanes? Why or why not? > > I look forward to your responses! As always, please be respectful of others’ opinions. > > Cheers, > > Johna Wright > Vice President, National Federation of the Blind Community Service Division > Social Media Chair, National Association of Blind Students > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/jldail13%40gmail.com From rbacchus228 at gmail.com Tue Nov 20 20:11:51 2018 From: rbacchus228 at gmail.com (Roanna Bacchus) Date: Tue, 20 Nov 2018 15:11:51 -0500 Subject: [NABS-L] November Discussion Starter Message-ID: <5bf46a8b.1c69fb81.ce1dc.68d0@mx.google.com> Hi Johna thanks for your message. Last week my parents and I went to Trinidad and Tobago to visit family. On both our trip to and from the Caribbean, the airline allowed individuals with disabilities to pre board the flight. I do not think that blind people should be allowed to pre board on planes unless they are blind and have an additional disability. Most blind people have two legs and can walk onto a plane without any assistance. On Nov 20, 2018 2:40 PM, Johna Wright via NABS-L wrote: > > Hi, all! > > Thanksgiving break is finally upon us! While you are gobbling down some turkey and dressing/stuffing, please take a moment to participate in this month’s discussion! Since this month’s outreach theme is Federation Philosophy, I wanted to get some insight into your own personal philosophies regarding this highly debated topic: should blind people choose to preboard on airplanes? Why or why not? > > I look forward to your responses! As always, please be respectful of others’ opinions. > > Cheers, > > Johna Wright > Vice President, National Federation of the Blind Community Service Division > Social Media Chair, National Association of Blind Students > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/rbacchus228%40gmail.com From iperrault at hotmail.com Tue Nov 20 20:18:20 2018 From: iperrault at hotmail.com (Ian Perrault) Date: Tue, 20 Nov 2018 20:18:20 +0000 Subject: [NABS-L] November Discussion Starter In-Reply-To: <5bf46a8b.1c69fb81.ce1dc.68d0@mx.google.com> References: <5bf46a8b.1c69fb81.ce1dc.68d0@mx.google.com> Message-ID: Hi, I think that it should be up to the blind person themselves. If it's more comfortable for them to preboard, hey why not indeed! Ian From keribcu at gmail.com Tue Nov 20 21:50:27 2018 From: keribcu at gmail.com (Keri Svendsen) Date: Tue, 20 Nov 2018 16:50:27 -0500 Subject: [NABS-L] November Discussion Starter In-Reply-To: <46371CB5-66D3-45C9-A354-3D0514D98406@gmail.com> References: <46371CB5-66D3-45C9-A354-3D0514D98406@gmail.com> Message-ID: <6da11c01-0855-fd02-1e31-00858a1e113a@gmail.com> hi, I think it is a personal preference. I personally love to preboard. I like not being rushed, and having chronic pain I don't have to rush if I'm hurting. Plus it gives me time to get my puppy settled. On 11/20/2018 2:40 PM, Johna Wright via NABS-L wrote: > Hi, all! > > Thanksgiving break is finally upon us! While you are gobbling down some turkey and dressing/stuffing, please take a moment to participate in this month’s discussion! Since this month’s outreach theme is Federation Philosophy, I wanted to get some insight into your own personal philosophies regarding this highly debated topic: should blind people choose to preboard on airplanes? Why or why not? > > I look forward to your responses! As always, please be respectful of others’ opinions. > > Cheers, > > Johna Wright > Vice President, National Federation of the Blind Community Service Division > Social Media Chair, National Association of Blind Students > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/keribcu%40gmail.com -- Keri Svendsen From alliefa1999 at gmail.com Tue Nov 20 22:32:43 2018 From: alliefa1999 at gmail.com (Alexandra Alfonso) Date: Tue, 20 Nov 2018 17:32:43 -0500 Subject: [NABS-L] November Discussion Starter In-Reply-To: <5bf46a8b.1c69fb81.ce1dc.68d0@mx.google.com> References: <5bf46a8b.1c69fb81.ce1dc.68d0@mx.google.com> Message-ID: <03112E0B-9330-4482-8C9B-495118F5C7B3@gmail.com> I agree. > On Nov 20, 2018, at 3:11 PM, Roanna Bacchus via NABS-L wrote: > > Hi Johna thanks for your message. Last week my parents and I went to Trinidad and Tobago to visit family. On both our trip to and from the Caribbean, the airline allowed individuals with disabilities to pre board the flight. I do not think that blind people should be allowed to pre board on planes unless they are blind and have an additional disability. Most blind people have two legs and can walk onto a plane without any assistance. > >> On Nov 20, 2018 2:40 PM, Johna Wright via NABS-L wrote: >> >> Hi, all! >> >> Thanksgiving break is finally upon us! While you are gobbling down some turkey and dressing/stuffing, please take a moment to participate in this month’s discussion! Since this month’s outreach theme is Federation Philosophy, I wanted to get some insight into your own personal philosophies regarding this highly debated topic: should blind people choose to preboard on airplanes? Why or why not? >> >> I look forward to your responses! As always, please be respectful of others’ opinions. >> >> Cheers, >> >> Johna Wright >> Vice President, National Federation of the Blind Community Service Division >> Social Media Chair, National Association of Blind Students >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/rbacchus228%40gmail.com > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/alliefa1999%40gmail.com From alliefa1999 at gmail.com Tue Nov 20 22:35:02 2018 From: alliefa1999 at gmail.com (Alexandra Alfonso) Date: Tue, 20 Nov 2018 17:35:02 -0500 Subject: [NABS-L] November Discussion Starter In-Reply-To: <6da11c01-0855-fd02-1e31-00858a1e113a@gmail.com> References: <46371CB5-66D3-45C9-A354-3D0514D98406@gmail.com> <6da11c01-0855-fd02-1e31-00858a1e113a@gmail.com> Message-ID: I agree with Roanna. > On Nov 20, 2018, at 4:50 PM, Keri Svendsen via NABS-L wrote: > > hi, > > > I think it is a personal preference. I personally love to preboard. I like not being rushed, and having chronic pain I don't have to rush if I'm hurting. Plus it gives me time to get my puppy settled. > > >> On 11/20/2018 2:40 PM, Johna Wright via NABS-L wrote: >> Hi, all! >> >> Thanksgiving break is finally upon us! While you are gobbling down some turkey and dressing/stuffing, please take a moment to participate in this month’s discussion! Since this month’s outreach theme is Federation Philosophy, I wanted to get some insight into your own personal philosophies regarding this highly debated topic: should blind people choose to preboard on airplanes? Why or why not? >> >> I look forward to your responses! As always, please be respectful of others’ opinions. >> >> Cheers, >> >> Johna Wright >> Vice President, National Federation of the Blind Community Service Division >> Social Media Chair, National Association of Blind Students >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/keribcu%40gmail.com > > -- > Keri Svendsen > > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/alliefa1999%40gmail.com From nmpbrat at aol.com Wed Nov 21 02:51:08 2018 From: nmpbrat at aol.com (nmpbrat at aol.com) Date: Tue, 20 Nov 2018 21:51:08 -0500 Subject: [NABS-L] November Discussion Starter In-Reply-To: <46371CB5-66D3-45C9-A354-3D0514D98406@gmail.com> References: <46371CB5-66D3-45C9-A354-3D0514D98406@gmail.com> Message-ID: <167342da9d7-1ec5-10be@webjas-vaa135.srv.aolmail.net> I believe that each person should be able to make that decision based upon personal preference and needs. I have done it both ways, it has really depended on the situation, whom I'm with, etc. I don't believe there should be some hard and fast rule where a blanket statement should be made about all blind people. My personal preference is to pre-board...but I would not suggest that another person who is blind and who doesn't is wrong. -----Original Message----- From: Johna Wright via NABS-L To: nabs-l Cc: johnawright98 Sent: Tue, Nov 20, 2018 2:41 pm Subject: [NABS-L] November Discussion Starter Hi, all!Thanksgiving break is finally upon us! While you are gobbling down some turkey and dressing/stuffing, please take a moment to participate in this month’s discussion! Since this month’s outreach theme is Federation Philosophy, I wanted to get some insight into your own personal philosophies regarding this highly debated topic: should blind people choose to preboard on airplanes? Why or why not? I look forward to your responses! As always, please be respectful of others’ opinions. Cheers, Johna WrightVice President, National Federation of the Blind Community Service Division Social Media Chair, National Association of Blind Students_______________________________________________NABS-L mailing listNABS-L at nfbnet.orghttp://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.orgTo unsubscribe, change your list options or get your account info for NABS-L:http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/nmpbrat%40aol.com From philso1003 at gmail.com Wed Nov 21 23:22:21 2018 From: philso1003 at gmail.com (Phil) Date: Wed, 21 Nov 2018 18:22:21 -0500 Subject: [NABS-L] Memorable presentations and panels from this year's state conventions Message-ID: Hello everyone, The past couple of months I had the pleasure of listening to a number of state conventions live streams. In particular, I enjoyed learning about the latest technology in a number of presentations, listening to blind and sighted couples share their relationship tips and stories in Maryland convention, and the numerous updates in New York convention. If you attended a state convention this year, which panels and presentations did you like most? Let's share! Best, Phil From justin.williams2 at gmail.com Thu Nov 22 00:15:14 2018 From: justin.williams2 at gmail.com (Justin Williams) Date: Wed, 21 Nov 2018 19:15:14 -0500 Subject: [NABS-L] Memorable presentations and panels from this year's state conventions In-Reply-To: References: Message-ID: <004001d481f8$712f1310$538d3930$@gmail.com> I need to hear the blind and sighted couples at the Maryland convention. Justin -----Original Message----- From: NABS-L [mailto:nabs-l-bounces at nfbnet.org] On Behalf Of Phil via NABS-L Sent: Wednesday, November 21, 2018 6:22 PM To: National Association of Blind Students mailing list Cc: Phil Subject: [NABS-L] Memorable presentations and panels from this year's state conventions Hello everyone, The past couple of months I had the pleasure of listening to a number of state conventions live streams. In particular, I enjoyed learning about the latest technology in a number of presentations, listening to blind and sighted couples share their relationship tips and stories in Maryland convention, and the numerous updates in New York convention. If you attended a state convention this year, which panels and presentations did you like most? Let's share! Best, Phil _______________________________________________ NABS-L mailing list NABS-L at nfbnet.org http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org To unsubscribe, change your list options or get your account info for NABS-L: http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/justin.williams2%40gmail .com From philso1003 at gmail.com Thu Nov 22 03:50:16 2018 From: philso1003 at gmail.com (Phil) Date: Wed, 21 Nov 2018 22:50:16 -0500 Subject: [NABS-L] Memorable presentations and panels from this year's state conventions In-Reply-To: <004001d481f8$712f1310$538d3930$@gmail.com> References: <004001d481f8$712f1310$538d3930$@gmail.com> Message-ID: Justin, There were 3 pair of couples. If I remember correctly, each pair had one sighted and one blind/visually impaired partner. They talked about how to win the trust of in-laws, how to complement one another's strengths, etc. Very good. Phil On 11/21/18, Justin Williams via NABS-L wrote: > I need to hear the blind and sighted couples at the Maryland convention. > > Justin > > > -----Original Message----- > From: NABS-L [mailto:nabs-l-bounces at nfbnet.org] On Behalf Of Phil via > NABS-L > Sent: Wednesday, November 21, 2018 6:22 PM > To: National Association of Blind Students mailing list > Cc: Phil > Subject: [NABS-L] Memorable presentations and panels from this year's state > conventions > > Hello everyone, > > The past couple of months I had the pleasure of listening to a number of > state conventions live streams. In particular, I enjoyed learning about the > latest technology in a number of presentations, listening to blind and > sighted couples share their relationship tips and stories in Maryland > convention, and the numerous updates in New York convention. > > If you attended a state convention this year, which panels and > presentations > did you like most? Let's share! > > Best, > Phil > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/justin.williams2%40gmail > .com > > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/philso1003%40gmail.com > From rehab at nfbnet.org Thu Nov 22 04:41:53 2018 From: rehab at nfbnet.org (Salas, James, CFB via Rehab) Date: Wed, 21 Nov 2018 22:41:53 -0600 Subject: [NABS-L] Assistive Technology Specialist Supervisor Vacancy in New Mexico Message-ID: Good Afternoon, I apologize about the bad link to the job listing. I have had inconsistent results with that link. I am not sure why it works sometimes (like when I tested it originally) and not other times (like just now when I tested it again). However, the alternate method that I provided in my transmittal note certainly does work. Go to the NM State Personnel Website at www.spo.state.nm.us, click the link for View Job Opportunities & Apply, and enter the job title in the search field. Voila! Sorry and thanks. Jim Phone: 505.383.2251 From zdreicer at gmail.com Thu Nov 22 07:04:05 2018 From: zdreicer at gmail.com (Zachary N. Griego-Dreicer) Date: Thu, 22 Nov 2018 00:04:05 -0700 Subject: [NABS-L] November Discussion Starter In-Reply-To: <89BE71BD-3104-40D4-AD33-D2E13E33159E@gmail.com> References: <46371CB5-66D3-45C9-A354-3D0514D98406@gmail.com> <89BE71BD-3104-40D4-AD33-D2E13E33159E@gmail.com> Message-ID: It is airline dependent for me. The only one I preboard is Southwest so I can take most advantage of the open seating policy. All the other airlines I fly, I’m automatically assigned a seat, so I go through general boarding. Sent from my Macbook Pro 13 > On Nov 20, 2018, at 13:04, Jessica Dail via NABS-L wrote: > > Hi, > My name is Jessica. > I say, "yes, absolutely. > If I preboard, the other passengers are less likely to bump into me, and it'll be less crowded." > > > Thanks, and have a Happy Thanksgiving! :) > > Jessica > > > Sent from my iPhone > >> On Nov 20, 2018, at 2:40 PM, Johna Wright via NABS-L > wrote: >> >> Hi, all! >> >> Thanksgiving break is finally upon us! While you are gobbling down some turkey and dressing/stuffing, please take a moment to participate in this month’s discussion! Since this month’s outreach theme is Federation Philosophy, I wanted to get some insight into your own personal philosophies regarding this highly debated topic: should blind people choose to preboard on airplanes? Why or why not? >> >> I look forward to your responses! As always, please be respectful of others’ opinions. >> >> Cheers, >> >> Johna Wright >> Vice President, National Federation of the Blind Community Service Division >> Social Media Chair, National Association of Blind Students >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/jldail13%40gmail.com > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/zdreicer%40gmail.com From sandragayer7 at gmail.com Fri Nov 23 11:16:36 2018 From: sandragayer7 at gmail.com (Sandra Gayer) Date: Fri, 23 Nov 2018 11:16:36 +0000 Subject: [NABS-L] Nonacademic support in college In-Reply-To: References: Message-ID: Hello Rahul, I am just catching up with this thread now, sorry about that. We have worked together before and you know I live in the UK so I hope you will take what I am going to say in positive terms. The university is responsible for your education and they are also supposed to be committed to your pastoral care needs. Personal care is your own responsibility to manage. I agree with what has been said above that the disability department/centre should have contact information for the organisations which can help you. The issues you described, (shopping, cooking etc), fall under the auspices of Social Services. A local organisation for the blind will point you in that direction, assuming they do not have their own socialworkers in residence. Some of this used to fall into different categories; Personal Care and Home Help. These days, however, I understand that carers function in both if you are contracting through an agency or getting a carer to work privately with you. Have a lovely weekend and get in touch with me off list if there's anything else you need to know. We could always Skype if that's easier. Very best wishes, Sandra. On 11/7/18, Roger Newell via NABS-L wrote: > As blindness does not impose limitations on learning to shop, cook and > stay organized, I cannot see any issues with this. > > I understand you are from a developing country where blind people can > expect to receive support in these non-academic skills, but in > developed countries, blind people would be taught how these skills in > the course of their education through their teacher of the visually > impaired, and I would argue that blind people who have not learned > these skills should learn them before going to university as > non-academic skills are just as important as academic skills in > employment. You may have all the credentials in the world, but not > being able to care for yourself will limit you as employers may see > you as a liability. > > On 11/7/18, Rahul Bajaj via NABS-L wrote: >> Hi Everyone, >> >> I recently started studying at the University of Oxford in the UK for >> my postgraduate education. One feature of the support provided to >> disabled students here has surprised me: while they are willing to >> provide any kind of academic support, they provide no nonacademic >> help, with things like going to the market for shopping, cooking and >> staying well-organized. >> >> I am wondering, just out of academic interest, if this is how things >> are in the US. For those blind people who possess the wherewithal to >> do things completely independently, more power to them, but for those >> who can't I find it hard to fathom how this is not a problem. Surely >> ou cannot accept students, who may have lived with their parents until >> now, to become fully independent over night? Also, I'm wondering if >> the autonomy and freedom to choose of the disabled person, as opposed >> to a certain conception of independence, should be prioritized here. >> >> This article beautifully describes some of these issues, in the words >> of a blind girl who went to Yale: >> https://yaledailynews.com/blog/2015/01/23/invisible-disability-at-yale/ >> >> >> >> Best, >> Rahul >> >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for >> NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/inscriptioelectronicaaustralia%40gmail.com >> > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for > NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/sandragayer7%40gmail.com > -- Sandra Gayer DipABRSM, LRSM. Soprano Singer www.sandragayer.com Broadcast Presenter www.rnibconnectradio.org.uk/music-box.html Actor www.visablepeople.com Voiceover Artist www.archangelvoices.co.uk/content/sandra-gayer From janae.burgmeier at gmail.com Fri Nov 23 17:36:55 2018 From: janae.burgmeier at gmail.com (Janae Burgmeier) Date: Fri, 23 Nov 2018 11:36:55 -0600 Subject: [NABS-L] Membership call this Sunday Message-ID: Good morning students This is a friendly reminder that our next membership call is Sunday at 8pm. Eastern. The outreach theme this month is Federation Philosophy so come prepared to engage in friendly debates on what you might do in specific situations. We will be having several members coming to lead the debate. Please come with your stories, questions and advice to others. Call in info: (712) 770-5197,,265669 From redwing731 at gmail.com Fri Nov 23 23:24:59 2018 From: redwing731 at gmail.com (Kendra Schaber) Date: Fri, 23 Nov 2018 15:24:59 -0800 Subject: [NABS-L] Math Text Book: Message-ID: <6AA604DC-30A3-4CFE-9536-570C2E5F5D3F@gmail.com> Hi all! I'm looking for a required text book for my math class. I'll probably use it every single day I'm taking my math class. Does anyone know where I can find a book called "Algebra and Trigonometry and with Modeling and Visualization 6th Edition by Gary Rockswold in hard copy braille? Thank you for taking the time to read this E Mail! Blessed be!!! Kendra Schaber, Chemeketa Community College, 350 Org, Citizen’s Climate Lobby, National Federation of the Blind of Oregon, Capitol Chapter, Salem, Oregon. Home email: Redwing731 at gmail.com Chemeketa Community College Email: Kschaber at my.Chemeketa.edu Phone: 971-599-9991 "When the student is ready, the teacher will appear" Author Unknown. Sent From My iPhone SE. Sent from My Gmail Email. Get Outlook Express for IOS. From johnawright98 at gmail.com Sun Nov 25 19:06:22 2018 From: johnawright98 at gmail.com (johnawright98 at gmail.com) Date: Sun, 25 Nov 2018 14:06:22 -0500 Subject: [NABS-L] LAST DAY TO APPLY FOR WASHINGTON SEMINAR FUNDING Message-ID: Hello, lovely students! I just wanted to remind you all that today is the last day to apply for NABS funding to attend Washington Seminar in January. Washington Seminar is an amazing opportunity to support the philosophy of the National Federation of the Blind and truly spark positive changes on a national level. You won’t want to miss this opportunity, so hurry and apply now using the following link: https://docs.google.com/forms/d/e/1FAIpQLScy9KzkQGSNvmSBSSPdCobgPxtitBaR3NIax2zXhOWpv28OPA/viewform It only takes about 15 minutes, so don’t let anxiety or lack of time stop you! It will definitely be worth it. Have a great Sunday, Johna Wright Vice President, National Federation of the Blind Community Service Division Social Media Chair, National Association of Blind Students From rbacchus228 at gmail.com Mon Nov 26 00:21:24 2018 From: rbacchus228 at gmail.com (Roanna Bacchus) Date: Sun, 25 Nov 2018 19:21:24 -0500 Subject: [NABS-L] Questions About the Nfb Training Centers Message-ID: <5bfb3c8c.1c69fb81.41615.bf55@mx.google.com> Dear Students, I hope this message finds you well. I am nearing the end of my training at the Rehabilitation Center For The Blind and Visually Impaired in Daytona, Beach, Florida. I have learned a lot of new things since I have been here. The first two weeks of my training consisted of assessments where I was asked a series of questions about what I could and could dot do on my own. Do the instructors at the Nfb training centers complete assessments on new students when they arrive? Here at the Rehab Center, we have a Case Manager who is in charge of each student's case who is participating in the Independent Living Skills program. Is this how it is at the Nfb training centers. Here in Daytona, the dormitory and each of the instructors must submit reports about the students to Case Management. The reports are discussed during the progress staffings that each student must attend. Hope to hear from you soon. Sincerely, Roanna Bacchus From cnusbaumnfb at gmail.com Mon Nov 26 00:48:20 2018 From: cnusbaumnfb at gmail.com (Chris Nusbaum) Date: Sun, 25 Nov 2018 19:48:20 -0500 Subject: [NABS-L] Questions About the Nfb Training Centers In-Reply-To: <5bfb3c8c.1c69fb81.41615.bf55@mx.google.com> References: <5bfb3c8c.1c69fb81.41615.bf55@mx.google.com> Message-ID: Hi Roanna: Students at NFB centers don't have case managers per se. Much like school, each teacher is directly responsible for each student's learning in the class they teach. These teachers keep track of students' progress and discuss their observations with each student individually at periodic "staffing" meetings. Of course the director of the center keeps track of how things are going, but individual case workers are not present. The only people who are monitoring each student's individual progress are his/her teachers and his/her rehab counsellor through reports sent to the VR agency from the center. Chris Nusbaum > On Nov 25, 2018, at 7:21 PM, Roanna Bacchus via NABS-L wrote: > > Dear Students, > > I hope this message finds you well. I am nearing the end of my training at the Rehabilitation Center For The Blind and Visually Impaired in Daytona, Beach, Florida. I have learned a lot of new things since I have been here. The first two weeks of my training consisted of assessments where I was asked a series of questions about what I could and could dot do on my own. Do the instructors at the Nfb training centers complete assessments on new students when they arrive? Here at the Rehab Center, we have a Case Manager who is in charge of each student's case who is participating in the Independent Living Skills program. Is this how it is at the Nfb training centers. > > Here in Daytona, the dormitory and each of the instructors must submit reports about the students to Case Management. The reports are discussed during the progress staffings that each student must attend. Hope to hear from you soon. > > Sincerely, > > Roanna Bacchus > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/cnusbaumnfb%40gmail.com From rbacchus228 at gmail.com Mon Nov 26 01:15:27 2018 From: rbacchus228 at gmail.com (Roanna Bacchus) Date: Sun, 25 Nov 2018 20:15:27 -0500 Subject: [NABS-L] Questions About the Nfb Training Centers Message-ID: <5bfb4936.1c69fb81.801b6.0d99@mx.google.com> Hi Chris thanks for your message. Here in Daytona, the Case Manager and the instructors are in charge of tracking the progress of each student. Students are encouraged to go to Case Management if they have a problem with another student. Such problems are reported to the student's parents. Recently, another student took me to Case Management because I owed her a small amout of money. I wrote her an appology letter and sent her the money, but I have not received a response from her. If it had been me on the receiving end of this situation, I would not have take this student to Case Management. On Nov 25, 2018 7:48 PM, Chris Nusbaum via NABS-L wrote: > > Hi Roanna: > > Students at NFB centers don't have case managers per se. Much like school, each teacher is directly responsible for each student's learning in the class they teach. These teachers keep track of students' progress and discuss their observations with each student individually at periodic "staffing" meetings. Of course the director of the center keeps track of how things are going, but individual case workers are not present. The only people who are monitoring each student's individual progress are his/her teachers and his/her rehab counsellor through reports sent to the VR agency from the center. > > Chris Nusbaum > > > On Nov 25, 2018, at 7:21 PM, Roanna Bacchus via NABS-L wrote: > > > > Dear Students, > > > > I hope this message finds you well. I am nearing the end of my training at the Rehabilitation Center For The Blind and Visually Impaired in Daytona, Beach, Florida. I have learned a lot of new things since I have been here. The first two weeks of my training consisted of assessments where I was asked a series of questions about what I could and could dot do on my own. Do the instructors at the Nfb training centers complete assessments on new students when they arrive? Here at the Rehab Center, we have a Case Manager who is in charge of each student's case who is participating in the Independent Living Skills program. Is this how it is at the Nfb training centers. > > > > Here in Daytona, the dormitory and each of the instructors must submit reports about the students to Case Management. The reports are discussed during the progress staffings that each student must attend. Hope to hear from you soon. > > > > Sincerely, > > > > Roanna Bacchus > > _______________________________________________ > > NABS-L mailing list > > NABS-L at nfbnet.org > > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > > To unsubscribe, change your list options or get your account info for NABS-L: > > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/cnusbaumnfb%40gmail.com > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/rbacchus228%40gmail.com From redwing731 at gmail.com Tue Nov 27 21:08:34 2018 From: redwing731 at gmail.com (Kendra Schaber) Date: Tue, 27 Nov 2018 13:08:34 -0800 Subject: [NABS-L] Accessible Calculators: Message-ID: <03B692D7-C05E-4FCB-9632-9E045E911179@gmail.com> Hi all! I’m required to use an IT83 in my math class in January. I was also recamended to work with the APH TI84 because it has the added talking peace added onto it. Unfortunently, when I talked with my education team just before lunch, the APH Ti84 got some sceptisism and my technology teacher also didn’t get enough good reviews regarding this calculator. Has anyone used it in math class? If so, what are your experiences with the APH TI84 graphic calculator with the talking peace added to it? How did it work for you? Were you able to use it independently and without problems? If not, what are the problems? How did you get around those problems? Are there areas where you have to have sited help with this calculator? Can you use it out of the box? Did a sited person have to set it up for you? Even more importantly, are you able to use the whole calculator without sited help? The more I know about this calculator, the marrier!!! I need to educate my education team myself on this matter. Thank you for taking the time to read this E Mail! Blessed be!!! Kendra Schaber, Chemeketa Community College, 350 Org, Citizen’s Climate Lobby, National Federation of the Blind of Oregon, Capitol Chapter, Salem, Oregon. Home email: Redwing731 at gmail.com Chemeketa Community College Email: Kschaber at my.Chemeketa.edu Phone: 971-599-9991 "When the student is ready, the teacher will appear" Author Unknown. Sent From My iPhone SE. Sent from My Gmail Email. Get Outlook Express for IOS. From desai1shikha at gmail.com Wed Nov 28 04:26:37 2018 From: desai1shikha at gmail.com (Shikha) Date: Tue, 27 Nov 2018 23:26:37 -0500 Subject: [NABS-L] Dc transit Message-ID: Hey I did something dumb. For Washington seminar I found a cheap ticket landing at Washington dulas. Is there a cheap way to get to Washington union train station from the airport because my friend is mad at me. My dad booked my ticket and I am not sure what to do. I don't want to pay for an expensive cab. Thanks Shikha Desai Bachelor in Social Work Georgia State University 18 Master in Social Work Georgia State University Specialize Community Partnership 19 From zdreicer at gmail.com Wed Nov 28 04:32:30 2018 From: zdreicer at gmail.com (Zachary N. Griego-Dreicer) Date: Tue, 27 Nov 2018 21:32:30 -0700 Subject: [NABS-L] Dc transit In-Reply-To: References: Message-ID: <1684C698-C7E6-4B68-BF60-6980FC61F925@gmail.com> Put in your start and destination on google maps transit mode. The app will work on any smartphone and by doing this it will give the routes and transfer points and wait times. I took the metro in DC before and it was decent but I prefer Chicago’s. Have a wonderful time! Sent from my Macbook Pro 13 > On Nov 27, 2018, at 21:26, Shikha via NABS-L wrote: > > Hey > I did something dumb. For Washington seminar I found a cheap ticket landing at Washington dulas. Is there a cheap way to get to Washington union train station from the airport because my friend is mad at me. My dad booked my ticket and I am not sure what to do. I don't want to pay for an expensive cab. > > Thanks > > Shikha Desai > Bachelor in Social Work > Georgia State University 18 > Master in Social Work Georgia State University Specialize Community Partnership 19 > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/zdreicer%40gmail.com From keribcu at gmail.com Wed Nov 28 12:52:08 2018 From: keribcu at gmail.com (Keri Svendsen) Date: Wed, 28 Nov 2018 07:52:08 -0500 Subject: [NABS-L] Dc transit In-Reply-To: <1684C698-C7E6-4B68-BF60-6980FC61F925@gmail.com> References: <1684C698-C7E6-4B68-BF60-6980FC61F925@gmail.com> Message-ID: <37d30231-1a31-2963-832a-75ad47a2c519@gmail.com> You can use the metro, or lyft is pretty cheap. On 11/27/2018 11:32 PM, Zachary N. Griego-Dreicer via NABS-L wrote: > Put in your start and destination on google maps transit mode. The app will work on any smartphone and by doing this it will give the routes and transfer points and wait times. I took the metro in DC before and it was decent but I prefer Chicago’s. Have a wonderful time! > Sent from my Macbook Pro 13 > >> On Nov 27, 2018, at 21:26, Shikha via NABS-L wrote: >> >> Hey >> I did something dumb. For Washington seminar I found a cheap ticket landing at Washington dulas. Is there a cheap way to get to Washington union train station from the airport because my friend is mad at me. My dad booked my ticket and I am not sure what to do. I don't want to pay for an expensive cab. >> >> Thanks >> >> Shikha Desai >> Bachelor in Social Work >> Georgia State University 18 >> Master in Social Work Georgia State University Specialize Community Partnership 19 >> _______________________________________________ >> NABS-L mailing list >> NABS-L at nfbnet.org >> http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org >> To unsubscribe, change your list options or get your account info for NABS-L: >> http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/zdreicer%40gmail.com > > _______________________________________________ > NABS-L mailing list > NABS-L at nfbnet.org > http://nfbnet.org/mailman/listinfo/nabs-l_nfbnet.org > To unsubscribe, change your list options or get your account info for NABS-L: > http://nfbnet.org/mailman/options/nabs-l_nfbnet.org/keribcu%40gmail.com -- Keri Svendsen From janae.burgmeier at gmail.com Wed Nov 28 17:36:59 2018 From: janae.burgmeier at gmail.com (Janae Burgmeier) Date: Wed, 28 Nov 2018 11:36:59 -0600 Subject: [NABS-L] Outreach committee planning call Message-ID: Good morning students This is a friendly reminder that our next outreach planning call is Monday at 9pm. Eastern. The outreach theme for December is Washington Seminar and legislation so come prepared to discuss possibilities for our membership call, YouTube channel, podcast and social media.Please come with your stories, questions and advice to others. Call in info: (712) 770-5197,,265669 From ljmaher03 at outlook.com Wed Nov 28 20:26:08 2018 From: ljmaher03 at outlook.com (Louis Maher) Date: Wed, 28 Nov 2018 20:26:08 +0000 Subject: [NABS-L] Call for Speakers for A Phone Conference on How Students Can Do Science, Technology, Engineering, and Mathematics (STEM) Message-ID: Folks, Now that the end of the year is approaching, I would like to again ask for speakers to give an approximately ten-minute talk on the topic of how students can do STEM. The talk will be given on the evening of Sunday, February 24, 2019, between 8 PM EST through 9 PM EST. The audience will be the NFB National Association of Blind Students. I have attached the announcement to this message, and pasted the announcement below my signature. If you are interested, please contact Louis Maher. Regards Louis Maher Phone: 713-444-7838 E-mail ljmaher03 at outlook.com ----- The Science and Engineering Division of the National Federation of the Blind and the National Association of Blind Students will present a joint phone conference on how blind professionals, and blind college and graduate students are succeeding in courses to do with science, technology, engineering, and mathematics. The call-in number will be the NABS conference line 712-770-5197, Participant Access Code: 265669. The call will occur at 8 PM EST through 9 PM EST on Sunday, February 24, 2019. Topics will be of interest for blind students in middle school, high school, college and graduate school and professionals. Parents of blind school-aged children and educators are also welcome. Some portion of the presentation will address how to succeed in a laboratory setting. If you are interested in giving an approximately ten-minute STEM-related talk, please contact Louis Maher (713-444-7838, ljmaher03 at outlook.com) with your topic. Thank you. ---- -------------- next part -------------- A non-text attachment was scrubbed... Name: 2018-09-29 Announcement For speakers for A Phone Conference On How Students Can Do STEM.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 19073 bytes Desc: 2018-09-29 Announcement For speakers for A Phone Conference On How Students Can Do STEM.docx URL: