Is it not a form of discrimination to expect non-religious preferences
on private religious-minded individuals, such as, making those people
keep their stores open on their Sabbath?  Also when are people to take a
rest?
 
I used to live in Saudi Arabia, we had a saying, "Praise Allah its
Wednesday!" Because Wednesday was the last day of work before the
weekend, like Friday.  There was also a ciesta of sorts, from late
afternoon prayer call to mid afternoon prayer call, all the suqs and
stores would be closed.
 
As far our learners taking a day off, a day off from what?  Many of my
students don't make enough hours at a job to get benefits so they have
to rotate between 2 and three jobs just to tread above the poverty line.
Then that idea of just being above the poverty line... is there time off
from just trying to make ends meet?
 
So how do we pass on our abilities to decompress to our students? 
 
 
________________________________

From: povertyracewomen-bounces at nifl.gov
[mailto:povertyracewomen-bounces at nifl.gov] On Behalf Of Andrea Wilder
Sent: Monday, January 29, 2007 4:00 PM
To: The Poverty, Race,Women and Literacy Discussion List
Subject: [PovertyRaceWomen 409] Re: PovertyRaceWomen Digest, Vol 3,
Issue 87


Hi Lauren, 

As I indicated, my Sabbath is now Saturday--but I still like to have
stores closed (the dear old blue laws) on Sunday. could be Wednesday, I
suppose. "Getting and spending we lay waste our powers....' Wordswrth.
Where I live many businesses do indeed still close on Sunday, the
professions and skilled craftspeople, government offices, etc. I wonder
f many adult learners get a day off, and what it may be like in other
countries. 

Andrea 


On Jan 29, 2007, at 1:10 PM, Lauren E Ellington/FS/VCU wrote: 


	"During the early part of this time, most shopping malls and
many smaller businesses were closed on Sunday.  It was a way to give
everyone a rest/Sabbath.  Now, I'm mortified to find that shopping malls
are opened on Sundays and even on official holidays like July lst which
is Canada Day." 
	
	Why are you mortified?  Do you assume that everyone celebrates
the same Sabbath that you do?  I was raised a Seventh-Day Adventist
although I no longer practice.  Their Sabbath is Friday sundown to
Saturday sundown.  How does it give them a rest/Sabbath when the stores
are closed on Sunday? 
	
	The United States used to have what were called Blue Laws in
effect that pretty much did the same thing.... closed everything down on
Sunday.  Most of those have been repealed as it was seen to be
unconstitutional but their after effects still remain (liquor stores are
closed on Sunday and most businesses close early).  To my mind, that is
a form of discrimination as well.  Who gets to say that Sunday is the
day that everyone takes as a Sabbath/rest?  No one.  When they do, there
goes freedom of religion. 

	


	************************************************************** 
	Lauren Ellington 
	Online Training Specialist,  
	Learning Disabilities Specialist, and 
	Writer of Update and Update on LD 
	Virginia Adult Learning Resource Center 
	Virginia Commonwealth University 
	817 W. Franklin Street, Room 221  |  P.O. Box 842037 
	Richmond, VA  23284-2037 
	Phone:  1-800-237-0178 or  804-828-6158   
	Fax:  804-828-7539 
	www.valrc.org 

	-----povertyracewomen-bounces at nifl.gov wrote: ----- 


		To: povertyracewomen at nifl.gov 
		From: Bertha Mo <bertiemo at yahoo.com> 
		Sent by: povertyracewomen-bounces at nifl.gov 
		Date: 01/27/2007 07:13PM 
		Subject: [PovertyRaceWomen 405] Re: PovertyRaceWomen
Digest, Vol 3, Issue 87 

		Selfcare-Observing the Sabbath 

		Andrea:  thanks for reminding me that observing the
Sabbath is a form of self-care. I've been living part of the time in
Canada for the last fifteen years.  During the early part of this time,
most shopping malls and many smaller businesses were closed on Sunday.
It was a way to give everyone a rest/Sabbath. 

		Now, I'm mortified to find that shopping malls are
opened on Sundays and even on official holidays like July lst which is
Canada Day. 

		Bertie 

		povertyracewomen-request at nifl.gov wrote:Send
PovertyRaceWomen mailing list submissions to 

			povertyracewomen at nifl.gov 

			To subscribe or unsubscribe via the World Wide
Web, visit 
	
http://www.nifl.gov/mailman/listinfo/povertyracewomen 
			or, via email, send a message with subject or
body 'help' to 
			povertyracewomen-request at nifl.gov 

			You can reach the person managing the list at 
			povertyracewomen-owner at nifl.gov 

			When replying, please edit your Subject line so
it is more specific 
			than "Re: Contents of PovertyRaceWomen
digest..." 


			Today's Topics: 

			1. [PovertyRaceWomen 402] Re: PovertyRaceWomen
Digest, Vol 3, 
			Issue 84 (Andrea Wilder) 


	
---------------------------------------------------------------------- 

			Message: 1 
			Date: Sat, 27 Jan 2007 10:37:18 -0500 
			From: Andrea Wilder 
			Subject: [PovertyRaceWomen 402] Re:
PovertyRaceWomen Digest, Vol 3, 
			Issue 84 
			To: "The Poverty, Race, Women and Literacy
Discussion List" 

			Message-ID: 
			Content-Type: text/plain; charset="windows-1252"


			Hello everyone-- 

			Very briefly, because time is flying, I observe
the Sabbath. (Once I 
			was a Protesttant, now I am a Jew.) Yesterday a
friend came over in 
			the afternoon to help me set up a blog for my
graduating high school 
			class, and part way through he checked his
watch, and said "It's the 
			Sabbath." Jewish days run from sundown to
sundown. I drove him home, 
			he bought me some kosher bread for kiddush,
Later I helped him look for 
			his cell phone, feeling no work pressure since
it was the Sabbath.... 
			I ALWAYS (almost) feel save on the Sabbath, and
feeling safe is a big 
			thing with me. I described it as once as like
the feeling of shutting 
			my eyes and falling back on a feather pillow. 

			Andrea 

			On Jan 27, 2007, at 1:04 AM, John Warrior wrote:


			> This message has been processed by Symantec's
AntiVirus Technology. 
			> 
			> Unknown00000000.data was not scanned for
viruses because too many 
			> nested levels of files were found. 
			> 
			> 
			> For more information on antivirus tips and
technology, visit 
			> http://ses.symantec.com/ 
			> From: "John Warrior" 
			> Date: January 27, 2007 1:04:42 AM EST 
			> To: 
			> Subject: [PovertyRaceWomen 400] Re:
PovertyRaceWomen Digest, Vol 3, 
			> Issue 84 
			> Reply-To: "The Poverty, Race, Women and
Literacy Discussion List" 
			> 
			> 
			> 
			> 
			> Hi everyone, 
			> My approach to maintaining a level of peace
and calmness is similar to 
			> Bertha Jo's account. To start with, I try to
find the "glass 
			> half-full" in the classroom. I measure success
through individual 
			> victories, even though they may be baby-steps.
After this, I have two 
			> things that I may do in sequence or
individually. One of these is to 
			> exercise. I will either go running, go for a
walk or lift weights to 
			> take my mind off of the day or to collect my
thoughts for what I need 
			> to do later. Another thing I will do is talk.
Whether it is with a 
			> good friend or my wife, I will talk. Sometimes
I whine, complain or 
			> vent about what happened at work today or I
will engage in a 
			> conversation about anything else, sports,
movies, music, history, 
			> computers,...you name it, I'll talk about it. 
			> ? 
			> My wife, who is Korean, and I also go to a
Korean church here in 
			> Tulsa. This not only gives us some spiritual
guidance but the church 
			> community makes each week seem like a family
reunion. I feel that it 
			> is important for each of us to feel that we
have a purpose or a higher 
			> calling. This helps to inspire you when you
are down and provides 
			> focus when things are dim. At Oral Roberts
University, the education 
			> department adopted this phrase to characterize
the role of an 
			> educator. 
			> ? 
			> Transformed Educators, transforming Society
for the Miracle Ahead, A 
			> transformed generation 
			> ? 
			> This has also helped me stay focused on my
purpose and help me through 
			> the hard times. 
			> ? 
			> With many of the problems my students may
bring to me I have an 
			> advantage that I have experienced a lot of
things in my life. I am a 
			> recovered alcoholic, so I have experienced the
destructive nature of 
			> addiction. I may not have succumbed to heroin,
crack or meth, but I 
			> know what it feels like to lose control of
your world. So, this helps 
			> me with some of my students. Another thing I
have is over the 15 years 
			> I served in the US Army I traveled around the
world. As an Army Ranger 
			> and a member of the 101st Airborne Division I
traveled to other lands 
			> to bring either death, peace or life. The
images of war-torn Bosnia or 
			> the 12 year old girl that is HIV positive and
the incredibly loud 
			> sounds of gunfire inside of a building or the
sounds and smell of 
			> death are my constant companions. So, when my
student from the Congo 
			> comes to me and talks to me about escaping
from the Rwandan civil war 
			> though Somalia, I can relate to him. 
			> ? 
			> Then if this wasn?t enough, I was permanently
disabled after while 
			> serving our country. ?A portion of my brain
was damaged after being 
			> exposed to trace amounts of a highly toxic
chemical substance that we 
			> were destroying. It caused a lot of problems
when it first happened. 
			> Here I was, superman, and suddenly I was
human. I was comforted by the 
			> neurologist who told me that it can either
stay the same, get worse or 
			> get better, comforting. Despite the severity
of it, I have gotten 
			> better over the years. However, I now see the
young men and women from 
			> Iraq in the VA hospital now, those that are
missing arms or legs and I 
			> thank God that I don?t have to go through that
at 18. 
			> ? 
			> With all of the positives, I opened with, and
now that I may have 
			> depressed some of you, I would always tell my
men, ?It can always get 
			> worse.? Not to be pessimistic, but to let them
see that the bottom 
			> they were at was not really the bottom, that
there is still something 
			> valuable that you have. I tell myself that
too. 
			> ? 
			> Last of all, don?t forget to laugh, shout for
joy or cry, we are still 
			> human. 
			> ? 
			> Take care, I hope this helps a little, 
			> ? 
			> John 
			> ? 
			> ? 
			> ? 
			> -----Original Message----- 
			> From: povertyracewomen-bounces at nifl.gov 
			> [mailto:povertyracewomen-bounces at nifl.gov] On
Behalf Of 
			> povertyracewomen-request at nifl.gov 
			> Sent: Friday, January 26, 2007 11:00 AM 
			> To: povertyracewomen at nifl.gov 
			> Subject: PovertyRaceWomen Digest, Vol 3, Issue
84 
			> ? 
			> Send PovertyRaceWomen mailing list submissions
to 
			> ????????? povertyracewomen at nifl.gov 
			> ? 
			> To subscribe or unsubscribe via the World Wide
Web, visit 
			> ?????????
http://www.nifl.gov/mailman/listinfo/povertyracewomen 
			> or, via email, send a message with subject or
body 'help' to 
			> ????????? povertyracewomen-request at nifl.gov 
			> ? 
			> You can reach the person managing the list at 
			> ????????? povertyracewomen-owner at nifl.gov 
			> ? 
			> When replying, please edit your Subject line
so it is more specific 
			> than "Re: Contents of PovertyRaceWomen
digest..." 
			> ? 
			> ? 
			> Today's Topics: 
			> ? 
			> ?? 1. [PovertyRaceWomen 398] Re:
PovertyRaceWomen Digest, Vol 3, 
			> ????? Issue 83 (Bertha Mo) 
			> ? 
			> ? 
			>
---------------------------------------------------------------------- 
			> ? 
			> Message: 1 
			> Date: Fri, 26 Jan 2007 11:11:23 -0500 (EST) 
			> From: Bertha Mo 
			> Subject: [PovertyRaceWomen 398] Re:
PovertyRaceWomen Digest, Vol 3, 
			> ????????? Issue 83 
			> To: povertyracewomen at nifl.gov 
			> Message-ID:
<237215.27666.qm at web30013.mail.mud.yahoo.com> 
			> Content-Type: text/plain; charset="iso-8859-1"

			> ? 
			> Boundaries and Self Care: 
			> ? 
			> Boundaries-I have a policy of confining my
work with students to the 
			> office.? I try to meet individually the
people? in the school and the 
			> community who might share the task of helping
my students. I've always 
			> been a fanatic about networking to identify
resources for students.? 
			> When appropriate and with permission I link up
learners and get them 
			> to help each other.? On ocassion, I may help
organize a social event 
			> such as a potluck, coffee hour for students. 
			> An intermediate success was to encourage a
non-traditional student to 
			> return to her community college to be
re-tested for learning 
			> disabilities. 
			> ? 
			> ISelf-care- think I'm more creative with
Self-care than boundary 
			> setting.? My major feeling about self-care is
to realize that I'm not 
			> alone in the world with this issue.? The world
of spirituality is very 
			> ecumenical now.? Even in rural areas there are
spiritual communities 
			> that can be very healing and supportive of
"right livlihood," which I 
			> believe is teaching and/or other ways of
working with learners. 
			> Here are some other methods of self care: 
			> ? 
			> *I just returned from a very low cost women's
retreat with my primary 
			> spiritual community. 
			> *weekly two hour walking labarinyth group. 
			> *check in with a therapist periodically to
deal with isssues of 
			> transference 
			> *read uplifting novels and non-fiction by
authors such as bell hooks, 
			> Thich Nhat Han, Daniel Berrigan 
			> *do sitting or walking meditation once or
twice a day. 
			> ? 
			> Best, 
			> ? 
			> Bertie 
			> ? 
			> ? 
			> povertyracewomen-request at nifl.gov wrote: Send
PovertyRaceWomen mailing 
			> list submissions to 
			> ?povertyracewomen at nifl.gov 
			> ? 
			> To subscribe or unsubscribe via the World Wide
Web, visit 
			>
?http://www.nifl.gov/mailman/listinfo/povertyracewomen 
			> or, via email, send a message with subject or
body 'help' to 
			> ?povertyracewomen-request at nifl.gov 
			> ? 
			> You can reach the person managing the list at 
			> ?povertyracewomen-owner at nifl.gov 
			> ? 
			> When replying, please edit your Subject line
so it is more specific 
			> than "Re: Contents of PovertyRaceWomen
digest..." 
			> ? 
			> ? 
			> Today's Topics: 
			> ? 
			> ?? 1. [PovertyRaceWomen 396] Re: taking care
of ourselves 
			> ????? (Daphne Greenberg) 
			> ?? 2. [PovertyRaceWomen 397] Re:
PovertyRaceWomen Digest, Vol 3, 
			> ????? Issue 75 (Muro, Andres) 
			> ? 
			> ? 
			>
---------------------------------------------------------------------- 
			> ? 
			> Message: 1 
			> Date: Thu, 25 Jan 2007 18:12:32 -0500 
			> From: "Daphne Greenberg" 
			> Subject: [PovertyRaceWomen 396] Re: taking
care of ourselves 
			> To: 
			> ? 
			> Message-ID:
<45B8F3100200003100014398 at mailsrv4.gsu.edu> 
			> Content-Type: text/plain; charset=US-ASCII 
			> ? 
			> Andrea raises an important issue. Many of our
learners share with us 
			> very difficult life stories. Others present
very difficult learning 
			> challenges. How do we as teachers keep the
appropriate boundaries? How 
			> do we keep these stories/challenges from
seeping into our personal 
			> lives? 
			> Any examples anybody feels like sharing? 
			> Daphne 
			> ? 
			> >>> Andrea Wilder? 01/25/07 3:58 PM >>> 
			> Dear Mr. Soap Box, 
			> ? 
			> Good to hear your voice.!? Sometimes I feel
absolutely crushed by the? 
			> obvious problems that face us? in schools and
with students, then I? 
			> feel like just retreating to my cave. There I
read mystery books? 
			> (problem solving that works) or? cook. How do
you keep going through? 
			> all this? How does anybody keep going through
this? What strategies are 
			> ? 
			> people on the list using? 
			> ? 
			> ? 
			> Andrea 
			> ? 
			> ? 
			> On Jan 25, 2007, at 3:24 PM, John Warrior
wrote: 
			> ? 
			> > Hello to everyone, 
			> >? 
			> > I wanted to add a few more comments to this
discussion after my? 
			> > original 
			> > posting. There is no "silver bullet" and
there is no quick fix to 
			> many 
			> ? 
			> > of 
			> > the short-comings that we see in our
classrooms everyday. In 
			> countless 
			> > seminars and classes, I have received that
list of successful people? 
			> > who had 
			> > dyslexia or other learning disabilities.
There are usually about one? 
			> > hundred 
			> > names on there. However, every year I see
more than that fail in our? 
			> > school 
			> > systems because their problems are not
diagnosed in the first place 
			> or 
			> ? 
			> > they 
			> > are misdiagnosed. One article I recently
read cites the increasing? 
			> > number of 
			> > Hispanic prisoners in our penal system.
Corresponding to this it is 
			> > estimated that 30% to 50% of them have at
least one undiagnosed LD.? 
			> > This is 
			> > over three times the national average.
Another study from the UK? 
			> > estimates 
			> > that over 15,000 people would not be
incarcerated every year if they? 
			> > were 
			> > correctly diagnosed and treated for their
learning disabilities. 
			> >? 
			> > Some will argue that our children are
over-diagnosed and? 
			> > over-medicated for 
			> > learning disabilities. However, the
alternative to this can be found? 
			> > when 
			> > you research UNESCO's statistics on learning
disabilities around the? 
			> > world. 
			> > Some countries have no data, others put all
LD students into one? 
			> > category 
			> > and others have detailed reports. 
			> >? 
			> > So, what are our choices? As I see it we
need to screen everyone that 
			> ? 
			> > we 
			> > suspect of having a learning disability that
is affecting their? 
			> > behavior 
			> > and/ or their academic performance. These
students should have 
			> complete 
			> > access to treatment, to include medication,
counseling and remedial 
			> > education. These diagnosis should also be
reevaluated regularly.? 
			> > Ineffective 
			> > treatment methods can be replaced with
alternatives and diagnosis can 
			> ? 
			> > be 
			> > reassessed if new symptoms arise. However,
our greatest failure to 
			> our 
			> > society is to ignore the problem or say, "It
couldn't happen to you,? 
			> > you're 
			> > a..." 
			> >? 
			> > One failure that we do have in the system is
the IEP. It is? 
			> > ridiculous. The 
			> > comments are vague, generalized or in
"teacher-speak" which h in the? 
			> > end 
			> > means little to nothing for the student.
Instead of providing the 
			> > appropriate guidelines and adjustment which
will help the student? 
			> > perform at 
			> > their best or at grade-level, they are often
the new vehicle of 
			> social 
			> > promotion. I have not seen an IEP which is
focused on the terminal? 
			> > learning 
			> > objectives that a high school graduate is
expected to meet, this is? 
			> > one of 
			> > the areas we seem to have failed in
miserably. 
			> >? 
			> > In my opinion, over-diagnosing 1000 students
is better than missing 
			> one 
			> > student. It is admirable that some famous
people succeeded despite 
			> > adversity, but we don't see the list of
names of those who failed. It 
			> ? 
			> > can 
			> > give us hope, but not a reason to avoid
taking action. Also, no 
			> stigma 
			> ? 
			> > of 
			> > being LD in school is worse than the stigma
of being an ex-con, which 
			> ? 
			> > it 
			> > looks like many of our undiagnosed students
are headed. Let's ere on? 
			> > the 
			> > side of caution and use all of the
resources? that are available, so? 
			> > that 
			> > the young student can realize their dreams
and learn to cope with 
			> their 
			> > problems and not lead a life of
characterized by failure, crime and? 
			> > poverty. 
			> >? 
			> > "John steps down off of his soap box" 
			> >? 
			> > Everyone have a happy day, 
			> >? 
			> > John Warrior 
			> >? 
			> ? 
			> ? 
			> ------------------------------ 
			> ? 
			> Message: 2 
			> Date: Fri, 26 Jan 2007 06:11:49 -0700 
			> From: "Muro, Andres" 
			> Subject: [PovertyRaceWomen 397] Re:
PovertyRaceWomen Digest, Vol 3, 
			> ?Issue 75 
			> To: "The Poverty, Race, Women and Literacy
Discussion List" 
			> ? 
			> , "The Poverty, Race, Women and Literacy 
			> ?Discussion List" 
			> ? 
			> Message-ID: 
			> Content-Type: text/plain; charset="iso-8859-1"

			> ? 
			> The left hemisphere is associated with linear,
systematic, temporal 
			> thinking. The right hemisphere is associated
with holistic, atemporal 
			> thinking. 
			> ? 
			> Diagnosing right hemisphere problems are
harder because they are not 
			> that obvious. For examples, patients with
damage to the right 
			> hemisphere may be able to read a poem, but
they may have difficulty 
			> understanding the poem. The same holds for
music or math. If these 
			> subejcts are taught as linear processes, then
the right hemisphere is 
			> not involved in these processes. However, the
right hemisphere can 
			> grab a poem as a whole, a piece of music or a
math concept as a whole. 
			> Chess is another activity that can be very
right brain. You can learn 
			> chess linearly by learning how each pieace
move. However, the ability 
			> to look at the entire chess board and see
patterns and understand 
			> positions is a right brain process. 
			> ? 
			> It is? still a mystery how these things work.?
Oliver Sacks has 
			> studied patients with different brain
pathologies and it is facinating 
			> the things that he found. He pubished several
books relating stories 
			> of his patients and they made a movie about
him called "Awakenings". 
			> His first book is called "The man Who Mistook
his Wife for a Hat". and 
			> it is fascinating reading 
			> ? 
			> The other day there was an autistic man being
interviewed on TV, I 
			> think by Barbara Walters. He is a math savant.
He is one of those 
			> people that you can say: 3,456,861 x 76= and
he will give you the 
			> answer. He was explaining that numbers for him
are colors and that 
			> colors represent feelings and emotions. So, he
can be very happy with 
			> a given number and very sad with another
number. When he gets math 
			> problems, he sees colors and patterns. An
interesting movie about 
			> savants is called "Little man Tate" with Jodi
Foster. 
			> ? 
			> Anyhows, I'll be going. Bye, 
			> ? 
			> Andres 
			> ? 
			> ________________________________ 
			> ? 
			> From: povertyracewomen-bounces at nifl.gov on
behalf of Andrea Wilder 
			> Sent: Thu 1/25/2007 1:51 PM 
			> To: The Poverty, Race,Women and Literacy
Discussion List 
			> Subject: [PovertyRaceWomen 395] Re:
PovertyRaceWomen Digest, Vol 3, 
			> Issue 75 
			> ? 
			> ? 
			> ? 
			> Andres-- 
			> ? 
			> Thanks for writing, I will save everything to
go over later. 
			> A small fact which I think is
interesting--Novel (meaning irregular and 
			> new) music is processed in the right
hemisphere, while? learned music 
			> is processed in the left. 
			> ? 
			> Andrea 
			> On Jan 25, 2007, at 12:53 PM, Muro, Andres
wrote: 
			> ? 
			> > Andrea: 
			> >? 
			> > I am also kind of busy, so I will be brief.
Maybe I am off, since I 
			> did 
			> > my Master's Thesis on this subject in the
90s and the terminology may 
			> > have changed. I understand aphasia as a
broad category of disruptions 
			> > in 
			> > the brain's ability to process language 
			> >? 
			> > I will attempt a brief explanation.
Receptive aphasia known as 
			> > Werneike's aphasia is a disruption in the
ability to make sense of 
			> > sounds. So, a person may not be able to
produce intelligible 
			> > statements, 
			> > but their speech will likely be fluid. In
Brocca's Aphasia, or 
			> > expressive aphasia, the person is able to
understand oral language 
			> but 
			> > there is a disruption in the motor process
to turn thought into 
			> words. 
			> >? 
			> > Dyslexia is a difficulty reading and it is
connected to the brains 
			> > ability to process words. This may manifest
itself into two forms. 
			> > Visual and auditory dyslexias. Images and
pictographs (Chinese) are 
			> > processed in the occipital lobe while
alphabetic words are often 
			> > processed in the wernieke's area of the
brain. A short circuit 
			> between 
			> > these two areas, or between the eyes and the
brain, or between the 
			> ears 
			> > and the brain may result in different forms
of dyslexia. 
			> >? 
			> > Agraphias and Dysgraphias can be associated
to either sensory or 
			> motor 
			> > processes or receptive, expressive
dysgraphias. In receptive 
			> > dysgraphia, 
			> > sounds and pictographs are not comprehended,
so they cannot be 
			> > expressed 
			> > in print. In expressive disgraphia, there is
understanding and 
			> > comprehension of print, but a short circuit
may prevent the motor 
			> > function to allow the hand to write down the
word. An extreme form of 
			> > expressive dysgraphia would be paralysis.
Person can read and 
			> > understand 
			> > but his/her hands will not move. 
			> >? 
			> > Because the brain circuitry crosses over at
the neck and the right 
			> > brain 
			> > controls the left side of the body and
viceversa, there are very 
			> > interesting forms of aphasias. To me, one of
the most fascinating one 
			> > is 
			> > called alexia without agraphia. In this
instance, a person can write 
			> a 
			> > word, but cannot read it. 
			> >? 
			> > Specifically, what happens is that the
person has words stored in the 
			> > brain. The person can write any of these
words. However, if the 
			> person 
			> > tries to read the word, he will not be able
to store the image of the 
			> > word in the brain in order to be able to
write it. However, if the 
			> > person hears a word, since sounds are
processed in a different area 
			> of 
			> > the brain, the person will be able to write
the word down. 

			=== message truncated === 

		---------------------------------------------------- 
		National Institute for Literacy 
		Poverty, Race, Women and Literacy mailing list 
		PovertyRaceWomen at nifl.gov 
		To unsubscribe or change your subscription settings,
please go to
http://www.nifl.gov/mailman/listinfo/povertyracewomen-------------------
--------------------------------- 

	National Institute for Literacy 
	Poverty, Race, Women and Literacy mailing list 
	PovertyRaceWomen at nifl.gov 
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/povertyracewomen

-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/povertyracewomen/attachments/20070129/27ea731c/attachment.html