[stylist] Reading Lips

The Crowd the_crowd at cox.net
Tue Nov 17 16:06:20 UTC 2009 

I would say that reading lips is a literacy issue for deaf people.
It would be much easier in the work place for them if they could.
Atty

----- Original Message ----- 
From: "James H. "Jim" Canaday M.A. N6YR" <n6yr at sunflower.com>
To: "Writer's Division Mailing List" <stylist at nfbnet.org>
Sent: Monday, November 16, 2009 3:20 PM
Subject: Re: [stylist] New THOUGHT PROVOKER #151- The Braille Princess


> thanks Lori,
>
> I always have trouble knowing when capitolize and capitalize are 
> appropriate.
>
> spell check, its not going to know when its referring to Mr. Braille the 
> french dude, or when the subject is the everyday symbolic system we use 
> instead of lower case ink, lower case pen, or lower case handwriting.
> jc
> Jim Canaday M.A.
> Lawrence, KS
>
> At 02:47 PM 11/16/2009, you wrote:
>>I would agree, but my spell check says to capitalize (no o in that word, 
>>by
>>the way) Braille whenever it appears.   Like Kleenex.   It may take a
>>little longer to get to be lower case.
>>Lori
>>
>>In a message dated 11/16/09 9:48:57 AM, jbron at optonline.net writes:
>>
>>
>> > JC I agree with you.  I'm sure that a man named Robert Brown exists in
>> > the
>> > world, but JC wearing brown pants doesn't require the adjective to be
>> > capitolized.  Judith
>> > ----- Original Message -----
>> > From: "James H. "Jim" Canaday M.A. N6YR" <n6yr at sunflower.com>
>> > To: "Writer's Division Mailing List" <stylist at nfbnet.org>
>> > Sent: Monday, November 16, 2009 2:08 AM
>> > Subject: Re: [stylist] New THOUGHT PROVOKER #151- The Braille Princess
>> >
>> >
>> > > Pat et al,
>> > > you have said some that connects with something I've been thinking
>> > about.
>> > > it was started by a question at a chapter meeting.
>> > >
>> > > should we capitolize the word braille when it doesn't refer to Louis
>> > > Braille but instead refers to his creation?
>> > > we don't capitolize ink, pen, typewriter, paper, or maybe Crayon gets
>> > > capitolized because its a brand name.  bandage doesn't get 
>> > > capitolized
>> > but
>> > > Bandaid certainly does as a brand name.
>> > >
>> > > if we only capitolize Braille when it refers to Louis Braille, as in 
>> > > the
>> > > 2009 Braille memorial silver dollar, for example, that is of course 
>> > > rig
>> > ht.
>> > > but if as in this conversation we're talking about the braille 
>> > > princess
>> > > (operhaps capitolized as a title of a work), but the tag on her chair
>> > > would be in braille, lower case/uncapitolized.  the class should 
>> > > learn
>> > > braille, uncapitolized.  just as we say the class is learning reading
>> > and
>> > > writing, neither reading nor writing are capitolized.
>> > >
>> > > this may seem like a small thing, but fits with the question of 
>> > > whether
>> > we
>> > > want to be unique and highlight our uniqueness.  whether braille is
>> > > something foreign, special, isolated, separate, or just like ink,
>> > reading,
>> > > writing.
>> > >
>> > > my answer: only capitolize when referring to Mr. Braille the french
>> > dude.
>> > >
>> > > jc
>> > > Jim Canaday M.A.
>> > > Lawrence, KS
>> > >
>> > > At 11:09 PM 11/15/2009, you wrote:
>> > >>The fact that Braille is reading and writing can never, ever be
>> > overlooked
>> > >>by touchy pictures, wild straw drawings, noodle art or colorful paint
>> > >>globs. BRAILLE IS READING.  It is not always read by a cute little 
>> > >>boy
>> > or
>> > >>girl on grade level in public schools who happens to have diligent
>> > >>parents.  No matter what, BRAILLE IS READING.  At its basic level, it 
>> > >>is
>> > >>language.
>> > >>
>> > >>If we believe blindness is a simple characteristic present in an
>> > >>individual the way curly hair is, we must not call too much attention 
>> > >>to
>> > >>the touch technique required for finger reading.  Demands for reading
>> > and
>> > >>writing must resemble those of the demands for students using print. 
>> > >>We
>> > >>long to have our blind children included in classes, not set apart
>> > because
>> > >>he or she happens to be cute and "sort of" smart.  Inclusion must 
>> > >>mean
>> > >>inclusion.  Braille must be reading and writing!
>> > >>
>> > >>Braille literacy is beautiful without drawings and photographs to 
>> > >>appeal
>>
>> > >>to the eye.  We can add them for fun, but Braille is at its best 
>> > >>plain
>> > and
>> > >>basic.
>> > >>
>> > >>
>> > >>(When I deliver speeches or programs to groups, I tell my life story 
>> > >>as
>> > >>"Princess-want-to-be" because I always believed my life was supposed 
>> > >>to
>> > be
>> > >>luxurious and problem-free.  Wrong!)
>> > >>----- Original Message ----- From: "Robert Newman" <newmanrl at cox.net>
>> > >>To: "'Writer's Division Mailing List'" <stylist at nfbnet.org>
>> > >>Sent: Sunday, November 15, 2009 10:43 AM
>> > >>Subject: [stylist] New THOUGHT PROVOKER #151- The Braille Princess
>> > >>
>> > >>
>> > >>>Fellow Writers
>> > >>>RE: The Braille Princess
>> > >>>
>> > >>>With this 200th year celebration of Louis Braille's birthday and our
>> > >>>thank
>> > >>>you to him for Braille, I have written a TP centering on the 
>> > >>>importance
>> > >>>of
>> > >>>literacy and learning to read early, print for the print reader and
>> > >>>Braille
>> > >>>for the Braille reader. If you have not read the PROVOKER, it 
>> > >>>follows.
>> > >>>Recall that I collect responses and post them upon my web site for 
>> > >>>all
>> > >>>the
>> > >>>WWW to read and learn from and that URL is- 
>> > >>>Http://thoughtprovoker.info
>> > >>><http://thoughtprovoker.info/>   If you wish to receive THOUGHT
>> > PROVOKERS
>> > >>>sent directly to you, just write me and ask, at-  newmanrl at cox.net
>> > >>>
>> > >>>THOUGHT PROVOKER 151
>> > >>>The Braille Princess
>> > >>>
>> > >>>"This is our first day of kindergarten." The faces of the small
>> > children
>> > >>>grouped around the teacher all looked up with energy filled
>> > expectation.
>> > >>>"I
>> > >>>want us to talk about one very, very important skill all teachers 
>> > >>>want
>> > >>>their
>> > >>>students to learn. It is reading. First, to make sure we understand 
>> > >>>new
>> > >>>words --- what is a skill?" Teacher and students shared back and 
>> > >>>forth,
>> > >>>clarifying several key words.
>> > >>>
>> > >>>The teacher asked, "How many of you can read?" Nearly all hands shot
>> > up.
>> > >>>"Oh
>> > >>>my, what a smart class." Testing prior to the beginning of school 
>> > >>>had
>> > >>>shown
>> > >>>the teacher each student's skill level. Nearly all of them could 
>> > >>>read,
>> > >>>most
>> > >>>only a few words and a very few could actually read beginning
>> > children's
>> > >>>books.
>> > >>>
>> > >>>"Why do you think being able to read is important?" Many voices and
>> > hands
>> > >>>answered her question.
>> > >>>
>> > >>>Pointing to a small girl bouncing on her knees, hand pumping, the
>> > teacher
>> > >>>chose, "Breanna."
>> > >>>
>> > >>>"To read to your mommy and daddy."
>> > >>>
>> > >>>"Good answer. Reading to your parents is an excellent reason. Thank
>> > you."
>> > >>>
>> > >>>After taking several more answers the teacher moved into the next 
>> > >>>phase
>> > >>>of
>> > >>>the day's plan. "It is also important for you children to learn from
>> > one
>> > >>>another. Today, I have asked two students to bring one of their
>> > favorite
>> > >>>books and read it to the class. And by the end of this school year, 
>> > >>>I
>> > >>>expect
>> > >>>that you all will have your turn." Indicating the kid-size chair at 
>> > >>>her
>> > >>>side, "Michael, you are first."
>> > >>>
>> > >>>Seated, the small boy nervously fingered his brightly colored book,
>> > >>>holding
>> > >>>its cover forward to show it to his audience. "My favorite book is
>> > >>>'Ruffles,
>> > >>>The Big Red Dog." Positioning it on his lap, he began reading.
>> > >>>
>> > >>>"Thank you Michael. And now, Kendra. Please come up to our reading
>> > >>>chair."
>> > >>>Tapping the chair, the teacher watched the small girl with her 
>> > >>>arching
>> > >>>cane
>> > >>>home in on the sound guide.
>> > >>>
>> > >>>"Students, remember, earlier today, we learned about why Kendra uses 
>> > >>>a
>> > >>>white
>> > >>>cane when she moves around the school."
>> > >>>
>> > >>>A young voice from the audience said, "She blind."
>> > >>>
>> > >>>"Yes, she is blind." Carrying on, the teacher said, "And so now we 
>> > >>>are
>> > >>>going
>> > >>>to learn about Braille, which is how Kendra can read."
>> > >>>
>> > >>>The small girl seated, cane at her feet, the teacher asked, "Kendra,
>> > >>>first
>> > >>>please show and tell us the name of your book. Then tell the class a
>> > >>>little
>> > >>>about Braille."
>> > >>>
>> > >>>Composure intact, Kendra answered, "I learned to read when I was 
>> > >>>three.
>> > >>>You
>> > >>>read print because you can see it. I read Braille, because I am 
>> > >>>blind
>> > and
>> > >>>blind people read Braille with their fingers. Braille is raised 
>> > >>>dots. I
>> > >>>can
>> > >>>read as good as anybody." She raised the book up for all to see its
>> > >>>cover.
>> > >>>"My favorite book is the 'Princess and the Pea.' My daddy calls me 
>> > >>>his
>> > >>>Princess."
>> > >>>
>> > >>>"Hey," exclaimed a student! "No picture! No letters!"
>> > >>>
>> > >>>After the stories were read, the teacher again addressed her class.
>> > "Miss
>> > >>>Young, my assistant has arranged the chairs in a circle. Each of you
>> > have
>> > >>>your own chair, your name is on it. So to find your chair, you must
>> > read
>> > >>>the
>> > >>>name-tag." The classroom noise level fell, then swelled; expressions 
>> > >>>on
>> > >>>faces ranged from blank wonderment, to knowing intelligence. 
>> > >>>"Reading
>> > is
>> > >>>important. I know some of you cannot read yet. However, soon I 
>> > >>>expect
>> > >>>that
>> > >>>you will. So for help now, ask your neighbor or Miss Young or me to
>> > >>>assist
>> > >>>you." The noisy reading and sorting began.
>> > >>>
>> > >>>"She's sitting in my chair!" The outcry of the small red-haired boy 
>> > >>>was
>> > >>>all
>> > >>>but lost in the overall noise level.
>> > >>>
>> > >>>"Kendra --- Tommy, we need to check the label," intervened the 
>> > >>>frazzled
>> > >>>Para. Lightly touching the petite blind girl sitting quietly on the
>> > chair
>> > >>>in
>> > >>>question, "Honey, did you feel for the Braille label on the back of 
>> > >>>the
>> > >>>seat?" Leaning forward to look herself as she spoke.
>> > >>>
>> > >>>"A problem here?" The teacher walked up.
>> > >>>
>> > >>>"Oh my," Miss Young looked at her boss, "the name-tag is missing."
>> > >>>
>> > >>>"Tommy knocked it off and it fell on the seat," said the boy from 
>> > >>>the
>> > >>>next
>> > >>>chair over.
>> > >>>
>> > >>>"Yes, I'm sitting on my name," said Kendra. "And Tommy, you need to
>> > learn
>> > >>>to
>> > >>>read Braille."
>> > >>>
>> > >>>The eyes of the two adults met, both smiled, the teacher said, 
>> > >>>"Kendra,
>> > >>>we
>> > >>>are going to call you, our Braille Princess."
>> > >>>
>> > >>>
>> > >>>
>> > >>>Robert Leslie Newman
>> > >>>Email- newmanrl at cox.net
>> > >>>THOUGHT PROVOKER Website-
>> > >>>Http://www.thoughtprovoker.info
>> > >>>
>> > >>>_______________________________________________
>> > >>>Writers Division web site:
>> > >>>http://www.nfb-writers-division.org
>> > >>><http://www.nfb-writers-division.org/>
>> > >>>
>> > >>>stylist mailing list
>> > >>>stylist at nfbnet.org
>> > >>>http://www.nfbnet.org/mailman/listinfo/stylist_nfbnet.org
>> > >>>To unsubscribe, change your list options or get your account info 
>> > >>>for
>> > >>>stylist:
>> > >>>
>> >
>> http://www.nfbnet.org/mailman/options/stylist_nfbnet.org/pharmon222%40comcast.net
>> > >>
>> > >>_______________________________________________
>> > >>Writers Division web site:
>> > >>http://www.nfb-writers-division.org <
>> > http://www.nfb-writers-division.org/>
>> > >>
>> > >>stylist mailing list
>> > >>stylist at nfbnet.org
>> > >>http://www.nfbnet.org/mailman/listinfo/stylist_nfbnet.org
>> > >>To unsubscribe, change your list options or get your account info for
>> > >>stylist:
>> > >>
>> >
>> http://www.nfbnet.org/mailman/options/stylist_nfbnet.org/n6yr%40sunflower.com
>> > >
>> > >
>> > > _______________________________________________
>> > > Writers Division web site:
>> > > http://www.nfb-writers-division.org <
>> > http://www.nfb-writers-division.org/>
>> > >
>> > > stylist mailing list
>> > > stylist at nfbnet.org
>> > > http://www.nfbnet.org/mailman/listinfo/stylist_nfbnet.org
>> > > To unsubscribe, change your list options or get your account info for
>> > > stylist:
>> > >
>> >
>> http://www.nfbnet.org/mailman/options/stylist_nfbnet.org/jbron%40optonline.net
>> > >
>> >
>> >
>> > _______________________________________________
>> > Writers Division web site:
>> > http://www.nfb-writers-division.org 
>> > <http://www.nfb-writers-division.org/>
>> >
>> > stylist mailing list
>> > stylist at nfbnet.org
>> > http://www.nfbnet.org/mailman/listinfo/stylist_nfbnet.org
>> > To unsubscribe, change your list options or get your account info for
>> > stylist:
>> > http://www.nfbnet.org/mailman/options/stylist_nfbnet.org/loristay%40aol.com
>> >
>> >
>> >
>>
>>_______________________________________________
>>Writers Division web site:
>>http://www.nfb-writers-division.org <http://www.nfb-writers-division.org/>
>>
>>stylist mailing list
>>stylist at nfbnet.org
>>http://www.nfbnet.org/mailman/listinfo/stylist_nfbnet.org
>>To unsubscribe, change your list options or get your account info for 
>>stylist:
>>http://www.nfbnet.org/mailman/options/stylist_nfbnet.org/n6yr%40sunflower.com
>
>
> _______________________________________________
> Writers Division web site:
> http://www.nfb-writers-division.org <http://www.nfb-writers-division.org/>
>
> stylist mailing list
> stylist at nfbnet.org
> http://www.nfbnet.org/mailman/listinfo/stylist_nfbnet.org
> To unsubscribe, change your list options or get your account info for 
> stylist:
> http://www.nfbnet.org/mailman/options/stylist_nfbnet.org/the_crowd%40cox.net
>

More information about the Stylist mailing list