[Ohio-talk] Ohio-Talk Digest, Vol 105, Issue 23
Chenelle Hancock
filmchenelle1977 at gmail.com
Thu Nov 24 19:44:31 UTC 2016
Hello President pain,
I President Chenelle some accounting chapter would like to be on the membership committee, the fundraising committee thank you so much for your time.
Sent from my iPhone
> On Nov 24, 2016, at 7:00 AM, ohio-talk-request at nfbnet.org wrote:
>
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>
> Today's Topics:
>
> 1. Re: 2017 NFBO committees (Jerry Purcell)
> 2. Fundraising call (Annette)
> 3. Helping Young Adults from Foster Care Succeed in College
> (Suzanne Turner)
> 4. Disability etiquette (Suzanne Turner)
> 5. (no subject) (Wanda Sloan)
> 6. FW: [Expand Your Reading Horizons with NFB-NEWSLINE
> (Walter Mitchell)
> 7. Happy Thanksgiving (Walter Mitchell)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Wed, 23 Nov 2016 08:22:09 -0500
> From: "Jerry Purcell" <jerry-purcell at sbcglobal.net>
> To: "'NFB of Ohio Announcement and Discussion List'"
> <ohio-talk at nfbnet.org>
> Subject: Re: [Ohio-talk] 2017 NFBO committees
> Message-ID: <012901d2458c$99069890$cb13c9b0$@sbcglobal.net>
> Content-Type: text/plain; charset="us-ascii"
>
>
> Richard,
> Please put me down for the awards committee.
>
> Thank you Jerry Purcell
>
>
> -----Original Message-----
> From: Ohio-Talk [mailto:ohio-talk-bounces at nfbnet.org] On Behalf Of richard
> via Ohio-Talk
> Sent: Monday, November 21, 2016 11:17 PM
> To: 'NFB of Ohio Announcement and Discussion List'
> Cc: richard
> Subject: [Ohio-talk] 2017 NFBO committees
>
> I am pasting the 2017 committee appointments below.
> Please let me know which committees you would like to serve on by December
> 24.
> If you want to chair a committee let me know that as well.
> Also remember that I will be looking for new leadership that can
> bring energy to the committee, and if you want to chair a committee let me
> know why you believe you should chair it.
> Do not assume anything. Right now I have an empty committee 2017 .
> The only exception to this rule is for the convention coordinator.
> Sheri Albers will do that job again if she wish to take on this very
> important position. I am considering having a co-chair Sherri just found
> this out just like you.
> 2017 NFB of Ohio Committee Descriptions
> At the first board meeting of each year the president makes the
> committee assignments for the coming year.
> Here are the charges to the affiliate committees:
> DEAF-BLIND COORDINATORS
> Charge: To provide assistance and information to those who are in
> this unique community and to serve as a vehicle to foster a positive
> relationship for the deaf-blind community. In 2017 coordinators will assist
> the affiliate in forming a deaf blind division.
> AWARDS COMMITTEE
> Charge: To oversee the awards process, to provide information and
> feedback when necessary, and to make reasonable judgments about NFBO awards.
> CONSTITUTION COMMITTEE
> Charge: To make sure that all NFBO constitutions are in compliance
> with the state and national constitutions, both philosophically and
> rhetorically.
> CONVENTION COORDINATOR
> Charge: To assist and advise the president in the planning and
> functioning of our state convention and to provide additional assistance in
> planning and executing affiliate activities at national conventions.
> EDUCATION COMMITTEE
> Charge: To advise the president about policies, legislation,
> strategies, and initiatives in which the National Federation of the Blind of
> Ohio should be engaged to improve educational opportunities for blind youth
> throughout the state.
> FINANCING THE MOVEMENT COMMITTEE (SUN coordinator, Jernigan Fund
> coordinator, PAC coordinator)
> Charge: To make members aware of these specific organizational
> fundraising opportunities and to implement strategies to increase
> participation.
> FUNDRAISING COMMITTEE
> Charge: To investigate additional opportunities to increase NFB-O
> resources and to implement effective fundraising strategies and programming.
>
> LEGISLATIVE COMMITTEE
> Charge: To increase the organization's visibility and effectiveness
> in the state legislature and to continue to support our efforts in
> Washington throughout the year.
> MEMBERSHIP COMMITTEE
> Charge: To implement effective strategies to recruit and retain
> members and to reinvigorate the chapters and divisions of the NFB of Ohio.
>
> PROMOTION AND PUBLICITY COMMITTEE
> Charge: To promote and publicize the programs and events of the
> NFB of Ohio and to acquire as much positive publicity as possible for such
> activities.
> RESOLUTIONS COMMITTEE
> Charge: To oversee the submission process and to write and
> distribute clearly articulated and philosophically sound resolutions.
> SCHOLARSHIP COMMITTEE
> Charge: To conduct the affiliate scholarship program and to develop
> and implement effective strategies to increase the visibility of the program
> and increase participation.
>
>
>
>
>
> _______________________________________________
> Ohio-Talk mailing list
> Ohio-Talk at nfbnet.org
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> To unsubscribe, change your list options or get your account info for
> Ohio-Talk:
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> obal.net
>
>
>
>
> ------------------------------
>
> Message: 2
> Date: Wed, 23 Nov 2016 11:52:18 -0500
> From: Annette <annettelutz at att.net>
> To: ohio-talk at nfbnet.org
> Subject: [Ohio-talk] Fundraising call
> Message-ID: <AF667F4E-ADFB-4F13-89FC-359066774CD3 at att.net>
> Content-Type: text/plain; charset=us-ascii
>
> Hello,
>
> I wanted to let everyone know that the fundraising committee call scheduled for this upcoming Monday evening has been pushed back one hour. It will now be at 8:00.
>
> The phone number is 712-775-7031 and the meeting id is 786-926-268
> Hope to see all of you then.
>
> Everyone have a great Thanksgiving!
>
> Annette Lutz
>
> Sent from my iPhone
>
>
>
> ------------------------------
>
> Message: 3
> Date: Wed, 23 Nov 2016 12:09:47 -0500
> From: "Suzanne Turner" <smturner.234 at gmail.com>
> To: "'NFB of Ohio Announcement and Discussion List'"
> <ohio-talk at nfbnet.org>, <ahowerton at clevelandsightcenter.org>,
> <AlexisTyson2000 at Yahoo.com>, <amduo at bellsouth.net>, "'Alison
> Smitherman'" <alisonb_58 at yahoo.com>, <consuelo.johnson050 at gmail.com>,
> <crdavisjm at gmail.com>, <cantseecutie at att.netnt>,
> <Destoni821 at gmail.com>, "'Dick Davis'" <ddavis at blindinc.org>,
> <elizabeth.sammons at ood.ohio.gov>, <ESpann at bellsouth.net>,
> <gmh10 at case.edu>, <Joseph_Shaidnagle at reyrey.com>,
> <musicwonder71 at gmail.com>, <mlf5058 at gmail.com>, <Madpak3 at comcast.net>,
> <Mike.Harvey149 at gmail.com>, <Nricks123 at me.com>, "'Ollie Lester'"
> <olester at mdrs.ms.gov>, <Perry884076 at bellsouth.net>,
> <pshonb at comcast.net>, <PHung001 at att.net>, <RLKNAppgv at gmail.com>,
> <rskill2008 at bellsouth.net>, "'Stats Ky Bey'" <skybey75 at gmail.com>,
> <siameseifupleaz at yahoo.com>, "'Tanisha Biles'"
> <tanishabiles at gmail.com>, <TinaSeay1107 at comcast.net>,
> <Victory71351 at aol.com>, <WO.Turner5 at sbcglobal.net>,
> <Williamsjoann at outlook.com>
> Subject: [Ohio-talk] Helping Young Adults from Foster Care Succeed in
> College
> Message-ID: <00e801d245ac$68bc0650$3a3412f0$@gmail.com>
> Content-Type: text/plain; charset="UTF-8"
>
> All,
>
>
>
> Please do not forget those who are in foster care with blindness. If you can, reach out!
>
>
>
> Suzanne
>
>
>
> student in library looking upward
>
> The vast majority of young adults from foster care want to succeed academically. However, there are several important reasons why many foster youth do
>
> not end up going to college or succeed at college. Understanding these issues, as well as some basic strategies for supporting students from foster care,
>
> can make all the difference in their success.
>
> Life Instability
>
> A major barrier experienced my many youth and young adults from foster care is life instability associated with living in multiple foster homes and changing
>
> schools, all of which requires repeatedly adjusting to new environments and expectations. This instability can hinder development, learning in high school,
>
> and higher education engagement and academic success. Additionally, many young adults from foster care do not have consistent adult support in their lives,
>
> which can make succeeding at college even more difficult.
>
> How can a history of life instability look in college?
>
> Sense of Belonging
>
> Students may have difficulty relating to peers, staff and professors about relatively normal things others may take for granted. For example, embarrassment
>
> around not knowing how to interpret a syllabus or knowing what to discuss with an adviser may lead to assignments not being completed, course failure and
>
> withdrawal from college without guidance. Lack of experience in understanding higher education culture can lead to isolation, feelings of alienation and
>
> not belonging, and ultimately academic problems. Students also may be hesitant to reach out for information, advice or support because trust may not come
>
> easily for students from foster care. The trauma of being placed in foster care away from family of origin, coupled with having many short-term relationships
>
> with professionals who come and go in the system, often lead young people in care to adopt a more cautious approach in reaching out and trusting others.
>
>
>
> ? TIP
>
> Be mindful of the fact that not every student is well versed in university lingo. Students should not be shamed for their lack of understanding or reluctance
>
> to reach out, implicitly or explicitly. Students coming from foster care may be intimidated by the level of academic privilege they are surrounded by.
>
> Remember that patience and empathy go a long way to building rapport and trust with students from foster care.
>
> ? TIP
>
> Holidays Are More Stressful
>
> Holidays can be very stressful because students may not know where they will be living or whether where they stay will be welcoming. Often students from
>
> foster care spend the holidays alone without any connections to family. It is not the student?s fault; dealing with difficult family experiences and establishing
>
> relationships with trusted others can be so much more complicated for students from foster care than for young people from traditional family structures.
>
> It may not be easy to find people that these students are comfortable with or who will invite them to spend time together during holidays. A student from
>
> foster care who lives in the residence hall may be one of the few who stays on campus during holiday breaks, and this experience can be isolating and emotionally
>
> difficult. Students share that these experiences are common among those who grew up in care and do not have stable, reliable supports.
>
> Do not assume holidays are always a happy time for everyone. Students might be on their own without food or activities to take part in. Residence hall
>
> meal plans may not work well over the break and students may be short on money to take care of themselves or to do activities. They may be afraid to reach
>
> out, not wanting to be a burden. Perhaps you are attending an activity over the break that the student could attend with you. Maybe you would like to ask
>
> the student to join your family for a holiday meal or activity. Even giving a holiday card can mean a great deal to some students.
>
> Mental Health and Trauma
>
> Most students coming from foster care have experienced mental health distress related to trauma, life instability, separation from loved ones, poverty,
>
> loneliness, or other factors. Dealing with anxiety, depression or other mental health stressors, along with typical stressors of college, can make it more
>
> difficult to keep up with coursework and to reach out for course extensions or advice.
>
> professor drawing on a whiteboard while student observes
>
> ? TIP
>
> If students seem distracted in class, this might be why. Being distracted in class or missing a class does not necessarily mean that students are not invested.
>
> Self-care is an important part of managing stress. If you see a student struggling, reach out and ask if they are accessing resources that you know might
>
> help.
>
> ? TIP
>
> Homelessness and Other Barriers
>
> Coming from a place of instability, students with lived experience with foster care and mental health stressors are at very high risk of homelessness,
>
> unemployment, food insecurity or other barriers. These barriers affect all aspects of life; if one?s basic needs aren?t being met, college will be a struggle.
>
> Be mindful that students may be experiencing these or other barriers. Students from foster care are often smart and capable, but sometimes the weight of
>
> the world without adequate support from family or family-like systems is too much to bear on their own.
>
> Coursework
>
> Imagine how instability, homelessness, or lack of food or money may impact one?s ability to concentrate in class and complete readings and assignments
>
> on time. Sometimes students don?t have time to go to the library to study because they have to work anytime they can in order to afford food or save money
>
> to find a place to live. Unfortunately, financial aid seldom covers everything. After work, when students get home (or if students are homeless, back to
>
> a shelter, someone?s couch or the street), they may be too exhausted to retain information from readings or the environment may be too distracting. Sometimes
>
> these students also are responsible for the care of their siblings and this too adds a tremendous amount of pressure and stress to their lives.
>
> ? TIP
>
> Consider offering some flexibility on course due dates or work with a student in identifying other options for accommodating his or her situation, given
>
> course requirements. Please remember that a note from a doctor or therapist is not always possible for students to get, but that doesn?t mean students
>
> aren?t being honest about their circumstances.
>
> Engagement and Belonging
>
> Many students also hope that college will provide stability often not found in foster care. However, once students from foster care enter college, they
>
> often experience feelings of confusion around not knowing how to find information and services, or how to build social connections. As a result, many students
>
> experience isolation without supports in place to promote their knowledge, confidence or sense of belonging.
>
> ? TIP
>
> The simple act of acknowledging and supporting students from foster care can create a safe space for them to be heard and understood. Faculty and staff
>
> that reach out to help students provide them with a platform to learn about and experience more fully what it means to be a welcomed, engaged, and a successful
>
> college student. Building connections to faculty, other students and campus opportunities and resources can help these students truly feel that they belong
>
> in college. Further, a student from foster care who has learned how to connect with faculty, to access services such as tutoring, and to become involved
>
> in student groups, athletics, or other extracurricular activities is more likely to successfully graduate.
>
> Labels/Services
>
> As they interface with child welfare and other systems, many foster youth are labeled with disabilities and mental health challenges and/or they have IEPs
>
> during K-12 education. They are disproportionately diagnosed with learning disabilities and/or mental health stressors compared to the rest of the population,
>
> often related to their exposure to very difficult life experiences. In association with having these labels, many youth from foster care feel stigmatized
>
> by repeated messages that they are ?troubled? or won?t be successful adults. These labels often feel like a false representation of what foster youth believe
>
> they are capable of and how much they have already achieved or persevered throughout their lives.
>
> professor showing student something on laptop
>
> How does this look in college?
>
> Disability Services
>
> Many students are reluctant to disclose learning, emotional or other issues, and may not be registered for disability services. However, accessing this
>
> resource could help students to obtain supports and accommodations that give them a fair chance at academic success, as well as to advocate for other needed
>
> services.
>
> ? TIP
>
> If you see that a student from foster care is struggling, offer your encouragement and support, highlighting that the student is not alone and that there
>
> are services available on campus worth checking out. Whether or not students are registered for disability services, try to be mindful of how trauma has
>
> played into their lives and their capability to handle stress and other things. Students are more than their labels. Appreciate how far these students?
>
> stressors have come to get to college!
>
> Mental Health Support
>
> ? TIP
>
> Students may or may not have the time, or resources to access mental health support, or they may feel it would not help. Student health and counseling
>
> services typically have limits for use, and it may be even harder to secure those supports when students are covered by certain insurance plans.
>
> Though good mental health care can be important, it is hard to access sometimes. That does not mean students do not need it or that what they are going
>
> through is not valid. And perhaps a student needs help finding ongoing support. Conversely, many youth feel ?forced? into treatment while in foster care
>
> and they may need space and time to feel empowered about their decision to engage in formal mental health services after they have exited foster care.
>
> Please be patient and offer resources, while accepting that a student may not be ready to engage in the resources you have offered.
>
> Transition
>
> Transition into adulthood for foster youth can be sudden and abrupt. It is often much harder than for the general population. Supports that most young
>
> adults would typically have are sometimes just not there for those exiting foster care.
>
> How does this look in college?
>
> ? TIP
>
> Transitioning to adulthood is challenging for all young adults, let alone for young people in foster care. For example, many young adults do not know how
>
> to apply for a credit card. Additionally, youth exiting foster care, even those 18 or older, may also have trouble accessing legal documents, like an ID,
>
> birth certificate or social security card. Likewise, many youth in care do not have opportunities when they are younger to see a doctor or learn to take
>
> medication independently, to cook or shop for food, to drive a car, or to manage money. Thus, they lack experience and knowledge that?s essential for establishing
>
> successful, independent adult lives. And catching up on missed experiences can be even harder because adult support often abruptly disappears when a young
>
> adult exits foster care. Most typical young people have parents or other family members that don?t go away when their children turn eighteen or go to college,
>
> whereas adult support for young adults in care tends to drop away.
>
> If you can spare some of your time to make things a bit less difficult for students from foster care, reach out to offer your knowledge and/or support
>
> or recommend other potential resources. Please do so, as reaching out to a student can make a great difference.
>
> young student gazing at viewer
>
> Finally, Always Remember?
>
> Students from foster care have the capacity to thrive beyond any barriers to achieve their academic, professional, and personal goals. Most already have
>
> the self-determination and resilience it takes to be a successful student and often just need more opportunities to experience success and gain support
>
> from those who may have knowledge, connections and other resources that could be of help. Students from foster care who successfully graduated from college
>
> have shared that their education created a path towards achieving dreams that at one time seemed impossible. They have emphasized that their education
>
> was more than academics and that the connections and bonds they established made important, positive differences in their experiences on campus.
>
> ? TIP
>
> Know that YOU can make a difference in not only promoting the success of those students from foster care already in college, but also in creating a campus
>
> environment that encourages more young adults in foster care to attend college, knowing they will be welcomed and receive the support needed to graduate.
>
>
>
> student in grad cap
>
> Know that you can make a difference in a student?s success.
>
>
>
> ------------------------------
>
> Message: 4
> Date: Wed, 23 Nov 2016 12:19:26 -0500
> From: "Suzanne Turner" <smturner.234 at gmail.com>
> To: "'NFB of Ohio Announcement and Discussion List'"
> <ohio-talk at nfbnet.org>, <Nricks123 at me.com>,
> <jpost at clevelandsightcenter.org>, <RLKNAppgv at gmail.com>,
> <WO.Turner5 at sbcglobal.net>, "'Alexis Vickers'"
> <avickers at ClevelandSightCenter.org>
> Subject: [Ohio-talk] Disability etiquette
> Message-ID: <00f901d245ad$be5e5e40$3b1b1ac0$@gmail.com>
> Content-Type: text/plain; charset="UTF-8"
>
> Good Afternoon,
>
>
>
> If you are seeking information on this topic here are some pointers and a web address below.
>
>
>
> Fact Sheet #17
>
> Disability Etiquette ? Tips for Interacting with People with Disabilities
>
> This fact sheet is intended to offer guidance more effectively during communicating with people with disabilities.
>
> <http://www.nationaldisabilitynavigator.org/wp-content/uploads/Materials/Fact-Sheet-17-Disability-Etiquette.pdf> Click here for a pdf version of this Fact Sheet
>
> For example, Speak to the person directly, not to the person accompanying them. Do not make assumptions about what they can or cannot do. The impact of a specific disability can vary widely from person to person, so offer assistance only if it appears to be needed. Acknowledge and respect the individual?s ability to make decisions and judgments on their own behalf.
>
> Always use ?people first? language. For example, use the term ?people with disabilities.? Do not use terms such as ?the disabled? or ?the handicapped.? Avoid referring to people by their disability. For example, do not say, ?She is an epileptic.? Instead, say, ?She has epilepsy.? Do not say ?wheelchair-bound? or ?confined to a wheelchair.? Most wheelchair users perceive their wheelchair as liberating, not confining. Do say, ?She uses a wheelchair.? Do not use negative, demeaning, and outdated terms such as ?cripple,? ?deaf and dumb,? or ?retarded.?
>
> Avoid using terms such as ?physically challenged,? or ?differently abled.? Also, avoid referring to an individual with a disability as someone who is ?suffering from cerebral palsy or Parkinson?s.?
>
> People with All Types of Disabilities:
>
> * Introduce yourself and offer a handshake. People with limited hand use or wear an artificial limb usually can shake hands. The person will often tell you if they are not able to shake hands for some reason.
>
> * Always ask before providing assistance ? wait until the offer is accepted.
>
> * Speak directly to the person and not their attendant, interpreter, family member, etc.
>
> * Do not pet service animals without checking with the owner first.
>
> * It is acceptable to ask questions if you are unsure how to proceed or what to do next.
>
> * As a navigator or enrollment specialist, at the beginning of the meeting it is a good idea to identify where the accessible restrooms are located.
>
> People with Mobility Disabilities
>
> * Do not push or touch a person?s wheelchair/scooter without their permission ? a wheelchair is part of the personal body space of the person.
>
> * Try to insure there is space in your waiting room and your office for someone in a wheelchair or scooter to comfortably wait in their chair.
>
> * If you are speaking with a person who uses a wheelchair or a person who uses a mobility device for more than a few minutes, place yourself at eye level in front of the person to facilitate the conversation.
>
> People who are Blind or Low Vision
>
> * Always introduce yourself and anyone else who is present for the conversation.
>
> * If you are leaving the room or your desk, tell the person you are leaving. If there is an interruption, such as a phone ringing, knock on your door, or someone steps into your office, explain the interruption.
>
> * When conversing in a group, identify the person who is speaking and to whom you are speaking.
>
> * Speak directly to a person who is blind, not through a companion.
>
> * Offer to read information to a person when appropriate.
>
> * If you are asked to offer guidance, offer your arm so the person can grasp your elbow and proceed at a normal pace. Do not take a person?s arm and move them by the elbow.
>
> * Never leave a blind person standing alone in the middle of a room. Escort the person to a seat or place their hand on ?a point of reference? such as a wall or table.
>
> * A Guide Dog walks on the left, so you should walk on the right. Do not pet a Guide Dog ? the dog is responsible for guiding his/her master who cannot see and should not be distracted from their duty.
>
> * If assisting a person to a chair in your office, place their hand upon the back of the chair; do not try to push the person into a chair.
>
> People who are Deaf or Hard of Hearing
>
> * Make sure you get the person?s attention before you begin to communicate. It is not considered rude to lightly touch people you do not know to get their attention.
>
> * Speak directly to the person in your normal voice and not to their interpreter, if an interpreter is present.
>
> * Let the person establish their preferred method of communication for your conversation, such as lip reading, sign language, note writing. When speaking make eye contact.
>
> * Feel free to use gestures and visual cues, such as holding up items that you are discussing.
>
> * Explain if there is an interruption such as a phone ringing, knock at the door or any activity that is disruptive outside of your office.
>
> People with Speech and Language Disorders
>
> * People with speech and language disorders may take longer to communicate with you ? be patient and respectful.
>
> * Be sensitive and do not interrupt or finish the person?s sentence.
>
> * Ask one question at a time, giving the person time to respond before moving on.
>
> * If the person uses any assistive technology devices, make sure the devices are always within the person?s reach.
>
> People with Cognitive or Intellectual Disabilities
>
> * Keep communication simple, using short sentences and completing one topic before moving to the next topic.
>
> * If possible, use pictures or other visual aids.
>
> * Ask if the person has any questions or if there is anything they would like for you to clarify. If you feel it is necessary, repeat what you understand the person to be saying and ask for confirmation if your understanding is correct.
>
> People with Mental Health or Behavioral Health Disabilities
>
> * If a person seems anxious or agitated, speak calmly and offer to repeat information.
>
> * If a person seems nervous or confused, be willing to break things down step-by-step to help them understand the application procedure.
>
> * Respect a person?s choice of language or terminology. For example, if they ask you to refer to something as a ?mental health condition? instead of a ?mental illness?, listen to their request. If they say they don?t have a mental health condition, but identify mental health treatment as a medical need, don?t disagree. Just help them select a plan with appropriate treatment.
>
> * If a person becomes upset or anxious, they may be confused or overwhelmed. Speak in a normal, calm tone of voice, repeat necessary information and reassure them.
>
> * If a person brings an assistor, be sure to speak directly to the person, not to the assistor.
>
> * Know the local mental health crisis number to contact if needed.
>
>
>
> http://www.nationaldisabilitynavigator.org/ndnrc-materials/fact-sheets/fact-sheet-17/
>
>
>
>
>
> ------------------------------
>
> Message: 5
> Date: Wed, 23 Nov 2016 16:01:21 -0500
> From: "Wanda Sloan" <wsloan118 at roadrunner.com>
> To: "'NFB of Ohio Announcement and Discussion List'"
> <ohio-talk at nfbnet.org>
> Subject: [Ohio-talk] (no subject)
> Message-ID: <001f01d245cc$be598b30$3b0ca190$@roadrunner.com>
> Content-Type: text/plain; charset="us-ascii"
>
> Happy Thanksgiving to you one an all. I pray that you and your love ones
> have a wonderful day stuffing yourselves. LOL
>
> God Bless!
>
> Sloan Here!
>
>
>
> ------------------------------
>
> Message: 6
> Date: Wed, 23 Nov 2016 22:47:25 -0500
> From: "Walter Mitchell" <walterl.mitch2 at gmail.com>
> To: "NFB of Ohio Announcement and Discussion List"
> <ohio-talk at nfbnet.org>, "NFB of Ohio Cincinnati Chapter List"
> <cinci-nfb at nfbnet.org>, "Diabetes Action Network of Ohio"
> <a1c-ohio at nfbnet.org>
> Subject: [Ohio-talk] FW: [Expand Your Reading Horizons with
> NFB-NEWSLINE
> Message-ID: <00d901d24605$79692380$6c3b6a80$@gmail.com>
> Content-Type: text/plain; charset="us-ascii"
>
> Hello All,
>
> NFB News Line has added 12 new publications. Please read the message below.
> If you would like to subscribe to News Line, please contact me at the
> information below.
>
>
>
> Sincerely,
> Walter Mitchell
> NFB News Line Ohio Co-ordinator
> (800) 340-8211 ext 101 L2T toll free
> (513) 582-8606 Local direct
> Walterl.mitch2 at gmail.com E-mail
>
> 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.
>
>
>
> -----Original Message-----
> From: NFBNet-Members-List [mailto:nfbnet-members-list-bounces at nfbnet.org] On
> Behalf Of Scott White via NFBNet-Members-List
> Sent: Wednesday, November 23, 2016 12:30 PM
> To: nfbnet-members-list at nfbnet.org
> Subject: [Nfbnet-members-list] Expand Your Reading Horizons with
> NFB-NEWSLINE
>
>
> November 22, 2016
>
> KNFB Reader wants you to make the print yours and expand your horizons. KNFB
> Reader is a mobile app that reads print aloud. It's easy to use: take a
> photo and the app reads the text aloud in clear synthetic speech. And it's
> fast: the print will be yours almost instantly.
>
> One new KNFB Reader user said, "I had a minor medical procedure yesterday
> and upon discharge I was given a pile of papers which included my reported
> results. For the first time in my life, I was able to read my report in
> privacy and independently. If you are still wondering whether to buy this
> app, all I can say is that for me it was a good investment. I can imagine
> myself using the KNFB reader on a daily basis."
>
> The app is fully accessible thanks to Voiceover, Google TalkBack, and app
> functionalities that guide the blind user in independently taking the
> perfect picture. The app can currently recognize text in nineteen different
> languages and is compatible with connected Braille displays. To buy KNFB
> Reader visit www.knfbreader.com or visit the App Store or the Google Play
> Store.
>
> It makes a great gift! Plus it's on sale 35% off (that's $64.99 USD) from
> November 25-29!
>
> NFB-NEWSLINE has expanded with a dozen new publications!
>
> 1.Athlon Sports (magazine) is the sports fan's better living playbook.
> Athlon Sports and Life reaches loyal and engaged people looking for
> must-have tools to better their busy lives.
>
> 2.Bon Appetit (magazine) focuses on what's current and stylish while still
> giving readers valuable cooking tools and tips. Bon Appetit offers "life
> through the lens of food" cooking in, dining out, culture, travel,
> entertainment, shopping, and design.
>
> 3.Brides (magazine) is an in-depth resource for brides-to-be, with many
> photographs and articles on wedding dresses, cakes, ceremonies, receptions,
> and honeymoons.
>
> 4.Capital Gazette (Maryland) The Capital, the Maryland Gazette, and their
> sister publications have been composed and printed for more than two hundred
> and seventy years in numerous locations in and near Annapolis. The Capital
> Gazette is an online publication comprising material from these newspapers.
>
> 5.Car and Driver (magazine) is an automotive enthusiast magazine. The
> magazine is notable for its irreverent tone and habit of "telling it like it
> is." Car and Driver publishes its top ten picks each year in its Car and
> Driver 10 Best.
>
> 6.Consumer Reports (magazine) is a nonprofit organization dedicated to
> unbiased product testing, consumer-oriented research, public education, and
> advocacy. The magazine accepts no advertising, pays for all the products it
> tests, and, as a nonprofit organization, has no shareholders
>
> 7.Discover (magazine) The latest news, theories, and developments in the
> world of science; compelling stories and breakthroughs in health, medicine,
> and the mind; environmental issues and their relevance to daily life;
> cutting-edge technology and its impact on our future; thought-provoking
> articles from award-winning editors, opinion makers, Nobel laureates, and
> renegade scientists.
>
> 8.GQ (magazine) is the definitive men's magazine, with style advice and
> tips, sexy women, entertainment and culture news, interviews, and more.
>
> 9.Information Week (magazine) is a digital magazine which conducts
> corresponding face-to-face events, virtual events, and research.
> InformationWeek.com encompasses nine technology and vertical
> communities: Strategic CIO, Software, Cloud, Mobile, Big Data, Security,
> Infrastructure, Government, and Healthcare.
>
> 10.MIT Tech Review (magazine) is the first to report on important new
> technologies that will affect your organization, your career, and your life,
> providing an intelligent, lucid, and authoritative filter for the
> overwhelming flood of information about technology. Known for the TR35, an
> annual list of the top thirty-five innovators in the world under the age of
> thirty-five.
>
> 11.Prevention (magazine) is a healthy lifestyle magazine started in
> 1950 and one of the largest circulating magazines in the country. The range
> of subjects includes food, nutrition, workouts, beauty, and cooking.
>
> 12.Spry Living (magazine) is a resource for common-sense health, wellness,
> and lifestyle advice and inspiring real-life success stories.
>
> We hope you will take advantage of these two great opportunities to expand
> your horizons.
>
> Your NFB-NEWSLINE Team
>
>
> _______________________________________________
> NFBNet-Members-List mailing list
> NFBNet-Members-List at nfbnet.org
> List archives:
> <http://www.nfbnet.org/pipermail/nfbnet-members-list_nfbnet.org>
> To unsubscribe from NFBNet-Members-List:
> goto
> http://nfbnet.org/mailman/options/nfbnet-members-list_nfbnet.org/walterl.mit
> ch2%40gmail.com
>
>
>
>
> ------------------------------
>
> Message: 7
> Date: Wed, 23 Nov 2016 23:22:55 -0500
> From: "Walter Mitchell" <walterl.mitch2 at gmail.com>
> To: "NFB of Ohio Announcement and Discussion List"
> <ohio-talk at nfbnet.org>, "NFB of Ohio Cincinnati Chapter List"
> <cinci-nfb at nfbnet.org>, "Diabetes Action Network of Ohio"
> <a1c-ohio at nfbnet.org>, <nfb-talk-request at nfbnet.org>,
> <Diabetes-Talk at nfbnet.org>
> Subject: [Ohio-talk] Happy Thanksgiving
> Message-ID: <00f001d2460a$6e725690$4b5703b0$@gmail.com>
> Content-Type: text/plain; charset="us-ascii"
>
> Hello Friends and NFB Family,
>
>
>
> The Lord has blessed us to celebrate another Thanksgiving. This is a
> wonderful time to look back over the past year and give thanks for all that
> we have encountered, good or bad. What ever it was, we are here and have a
> chance to further our horizons.
>
>
>
> Try to be a blessing to someone today, you never know what they have been
> through.
>
>
>
> Happy Thanksgiving to all!
>
>
>
> Blind love is the answer, presently , and for our future!
>
>
>
> Much Love,
>
> Walter Mitchell
>
> Member, NFB Ohio, Cincinnati chapter, Diabetes Action Network Ohio
>
> Co-ordinator, NFB News Line Ohio
>
> (513) 582-8606 Mobil
>
> (800) 340-8211 ext. 101 L2T Products and Services Toll free
>
> Walterl.mitch2 at gmail.com Email
>
>
>
> Follow the NFB of Ohio on:
>
>
>
> Face Book, https://m.facebook.com/ohiosblind
>
>
>
> Cincinnati Chapter:
> https://m.facebook.com/NationalFederationoftheBlindofCincinnati/.
>
>
>
> Twitter @ohnfb,
>
> YouTube channel NFB OHIO
>
>
>
>
>
>
>
> ------------------------------
>
> Subject: Digest Footer
>
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>
>
> ------------------------------
>
> End of Ohio-Talk Digest, Vol 105, Issue 23
> ******************************************
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