Archive | April, 2013

Eat a Sandwich

26 Apr

In the morning, my coworker brought (unexpected) cookies to share. When I drove past the marquee the temperature was displayed both times. I couldn’t find a belt to match my pants, and I’ve been watching a lot of Queer Eye for the Straight Guy lately, so I took a fashion risk and turned my belt inside out. Turns out, this belt (which I’ve had for the last 12 years, and is one of my wardrobe staples) is legit reversible. And I didn’t even know! Feeling sassy and on top of the world I had Cool take my picture.

eat a sandwich

Cool then tagged this picture on Facebook. It’s one of the only pictures where I’m not smiling with my teeth and my face actually looks good.  Usually my straight teeth and $10,000+ smile are the feature of note in any picture.  And I guess it should be after a billion years of braces and retainers, and Invialign.  But this picture was different–I exuded confidence and had a soft of flirty/feisty look on my face.  And some dude on Cool’s friends list (that I do not know, and have never talked to) was first to comment.

“Eat a sandwich.” he said.

I was stunned. I have never in my life heard such a thing. Especially not directed toward ME. I’ve BLAT mimosa and BBB wafflebeen petite all my life, but I never, never got teased or criticized for it. I immediately felt defensive. I wanted to tell him, tell everyone that was reading Cool’s wall and my wall, that the very day of that picture I had eaten a cookie at work at 7 in the morning. Had a large plate full of decked out nachos (we’re talking liberal amounts of lime chips, extra cheese, re-fried beans, black beans, jalapeno peppers, and huge dollops of sour cream) and a 2 alarm jalapeno cheese burger for lunch.

Then, I looked at Lose-It, where I input my daily calories in and out. The Easter 024last month my most common item was water [yay me! and how’d that happen?] 2nd was coffee. And third? Cheese. I ate cheddar cheese 16 times in the last 4 weeks. That’s 911 calories of just cheese. 4th? Cadbury eggs. Those come in at 4,200 literal calories in a 4 week span of time. Not my proudest health moment.

As I was looking up this information, it made me think how this douche, um dude obviously doesn’t know me at all. I LOVE food, eat it in vast, unhealthy quantities, and only exercise when weather and time-management are both optimal–if I’m not feeling too lazy that day. hamburgerAnd that’s probably why I’ve never had anyone give my criticism for having a thin build–because anyone who knows me even a little, knows I eat like crap and am generally lazy.

I became angry that some man felt he had the right to make any judgement about my body–my natural structure that I cannot help. He was making a harsh judgement that if confronted, I’m sure he would play off as a joke. Why does he feel he has the right?  I’m gifted with a good metabolism.  But that’s none of his business.  I don’t have to explain myself to him or anyone else.  In between seasons 026And this negative, uninvited comment was like me telling a stranger to go eat a salad. Or get gastric bypass. It’s not appropriate. And if it’s meant as a joke–not funny.

And so I debated telling him his words were unsolicited and inappropriate  But I’m sure he (and maybe others) would just tell me to lighten up. And I do not want to hear that, or argue extensively about it on Facebook, because I know this is not MY problem. And this is not really about weight or food either.  This is another form of patriarchy.  This is some man thinking he can take my power away by criticizing my body. Because society tells him that it is his right to make snap judgments about any female form.  Julyamsh 2012 003And I don’t want anyone thinking they have the right.

But I really am trying to live my (fast approaching 30) life with an “arguing with a fool makes two” mentality. And I think no response at all might be just as powerful–I will not let this stranger know he stole some of the thunder out of my good day and knocked my confidence for a loop. I will keep on dressing as I see fit, eating and exercising for ME and no one else, and have a good day no matter what anyone else thinks.  Then I will eat a sandwich.  A fluffenutter, not because some guy deems my body too thin, but because I want to.

 

How to Study for a Comprehensive Final Exam

25 Apr

-Tough break.  Some teacher assigned not only a final exam, but a comprehensive one.  There will be no cramming, procrastination, or last-minute prep for this one.  Best advice–START EARLY, THINK AHEAD, BREAK TASKS INTO MANAGEABLE CHUNKS.

-Hopefully, you have been preparing all semester by attending class (and paying attention and taking good notes when you do), but also by making flashcards of vocab and study sheets for concepts the entire time.  These are imperative come final exam time, b/c then you don’t have to waste time looking through a notebook full of notes or a thousand power point slides to try to decide what will be important.  Chunk information during the whole class.

-Look at your overall grade and determine the minimum grade you need to achieve on the final.

-Count how many days until the exam.  Subtract 2 days (1 rest, 1 over-all review).  Divide the course material by that number.  Review each segment of information every day.

Exp:  I have 16 days, including today, until my final.  Subtracting 2 leaves me 14.  I have to get through 12(?) note sections.  So 12/14 = 85.7 notes/day = 86% of each section per day.  After dropping my lowest quiz score, I think I have a 99% in the class.  Percentages, points, weighted scores–who knows?  That percentage might not be accurate.  Based on that (possibly erroneous  number, I need 26 points to keep an A+ I think that’s about an 87% on the final.  Again, that number is also a maybe.  No one knows how many questions are on the final, so I’m not sure how many I can miss. . .

-Wow–that was a lot of number-crunching for finals week.  My brain is now (more) tired.  And possibly MORE confused.  I spose (that’s an example of lexical syncopation, P.S.:  Top-down + usage frequency, cohort, and Neighborhood Activation model to be specific).  Anyway, I suppose it doesn’t matter what I need to get on the exam–it doesn’t really change my study-situation since I have just the one (thank GOD) final and don’t have to prioritize classes.

-Study in a spot where all supplies, materials, notes, and sources and within reach.

-That said, vary it up (sometimes) by talking flashcards outside, studying notes on the treadmill, or memorizing as a passenger in the car.  Your brain won’t feel as fatigued if you change it up slightly.  Also, physical activity just helps.

-Study in increments, with breaks in between.  This is a break right now.  Keep them short though.

-Have a beverage and healthy snack nearby.

-Don’t start at the beginning–start with the section you did worst on.  Give yourself MOST time for concepts that you have a difficult time with.

-Look at old tests.  Your instructor is probably not going to deviate too much from the formatting of those questions.  And you might get lucky and get an exactly repeated question.

-Study the questions AND wrong answers.  Make sure you know WHY the correct answers are right, and especially WHY you missed other questions.

-Give yourself a better neumonic (is this with a “p” like pneumonia?) for questions you missed.  Draw the Q & A so you can visualize what it’s supposed to be.

-Don’t ignore questions you got right–look them over, at a faster pace of course, and make sure you really understand them.

-Hardest of all, don’t quit too early.  Keep your brain alive and functional right through test day.  As part of this, keep paper & pen near your study location.  As intrusive thoughts come into your head, write them down so every piece of your brain can focus on the material.  Cleaning, to-do tasks, and chores pop into my head while I study, so I jot them on the calendar (for post-exam) so my brain doesn’t work to remember something extraneous.

-Obviously, follow the basic testing tips I’ve written about before, but still do not know how to attach to new blog posts.

OK, my study break is over, but you got the jist.  And I’ll be back soon 🙂

http://www.wikihow.com/Focus-on-Studying

http://dss.cua.edu/res/docs/Concentration.pdf

Just a Quick Note

20 Apr

Oh my readers, believe me, I have about 100 posts in que. But they need fleshing out, and editing, and pictures. And though my brain is really over-saturated with school, I need to hang in there and focus on this last final. COMPREHENSIVE final. Evil prof.

So Here is a note saying that maybe I will write my Resolution Progress post in time, or I might wait until after the final on the 2nd. It could be a handy study break, but now writing only serves as a distraction from my true mission–keeping my A+

But I have a lot to say, and once summer begins I will post, post, post. I will be back! Read from the tag cloud while you wait.

My Mom, the Best Teacher in the World

17 Apr

Auug NV Kidron pics 088Always has been.  And I find it easier to find motivation to write when mad or disgruntled.  So I may have easily painted the picture of my mom as crazy and portrayed our relationship as tenuous.  Which, we have our moments.  But I DO love her very much and think one of her very best attributes is her professional success.  Even in times we don’t see eye-to-eye (which may be more often then not) I could not say anything bad about my mom’s teaching.  Oh, and if you’re thinking–well then why is this blog FULL of grammatical mistakes?  My mom would hate that–and did teach me the value of editing.  So not her fault.  P.S.  don’t talk smack about my blog, fickle reader, you!  Anyhow, there is only good in that school realm of my mom’s life.  So a long-delayed post on a wonderful teacher–the very best–my mom:

Partially, because she has a passion for it. Partly because she has educated herself to the hilt on how to do it well. A little because she goes above and beyond, not frequently, but ALWAYS. And mostly, because she puts in the time–the majority of the time in her life.

“School comes first” was the mantra at my house.  My dad worked hard at his custodial job, often covering the slack of the maintenance man who was paid more.  I was taught to put in my best effort toward classes and extra-curriculars.  And my mom breathed school.  Even on weekends and breaks she was always correcting papers, trying out a new manipulative, designing a bulletin board, doing administrative tasks such as the duty schedule, or sharing information with her colleagues.  That’s what makes her great too–her willingness to jump into every aspect of the job, help others, and give a part herself to everyone–credited or not.  Mostly not.

2013 is her 32nd year of teaching. She still loves it. When will she retire, you ask. Quote: “They will Auug NV Kidron pics 033bury me in my classroom.” That’s love, and THAT’S passion.  She loves teaching.  My mom wants her students to succeed academically and personally.  She truly cares.

She has her Masters degree in integration of the arts, which is making icky, boring math into art projects and cooking and fun. You don’t even realize you are DOING math. And it’s not all just free-time and fun and games–those kids are really learning.  Her class test scores are awesome.

my_dbay_roomShe worked to get Nationally Board Certification. And I take it that is no easy feat. And yet, any title or accolade, though appreciated, is not the reason my mom does what she does. She goes the extra mile because teaching fulfills her.

I learned my work ethic from my parents. One of my favorite attributes in myself is that extreme dedication, and I thank both my parents for that.  To my mom, the best teacher ever 🙂

This Year I Will Achieve My Running Time Goals

14 Apr

A mile in under 6 min:

Each lap considered equal needs to be 90 sec or 1.5 min.

Using strategy, my first lap will be fastest, because I’ll be the freshest.

The 2nd lap needs to hit the split exactly, so 90 sec = 1.5 min

The 3rd can be the split + the difference I came under the split from the first lap.  It’s the MOST mentally challenging, so I really have to work on my head during this one.  I need to be 270 sec = 4.5 min in when this one is finished.

Then, the 4th lap I have to push myself to make the split, which will SEEM so difficult by that stage of fatigue and kick it in the end to get the 6 min mi.

800m in 120 sec = 2 min

400m sub-60 sec = sub 1 min

200m in 30 sec = half a min

 

Ignoramous

8 Apr

Day Dixit, you are an idiot. In his first piece for Rolling Stone, Dixit manages to apply negative Ajileestereotype to higher education, female-only universities, women, professors, the LGBT community, and sex. How is that possible, you ask?

I would tell you to read, his March 15 issue an article entitled “The Highly Charged Erotic Life of the Wellesley Girl,” but it’s drivel. And it ought to infuriate you, not shed light on anything realistic.

From Alice Boone:

Discussing one of Wellesley’s mottos, “Independent Women, Amazing Women,” sophomore Alyssa Robinson told Dixit, “‘Part of that independence is liberation from boxes that women might have been placed in. A lot of Wellesley is about breaking out of those boxes. That encourages a more liberated, a more independent attitude among the students.”‘

“From Robinson’s positive remarks about personal growth and feminism, Dixit follows with a non sequitur: “The result is a climate of sexual experimentation where no woman, or man–including professors, kitchen staff, and campus police officers–is off-limits.”

BROOKE“One student’s joke about “the prison effect” and the relatively high lesbian population becomes a serious observation.”

“. . . it will make a nice addition to the magazine’s wall of shame when it comes to denigrating women’s accomplishments. Oh yeah, Dixit says he wrote it because he supports women’s education.”

And from Laura Kiritsky:

“Everyone read it and got very upset and people who had been interviewed [for the Rolling Stone article] were very upset because I think pretty much every single one of them felt that she had been misquoted — no, misrepresented — or that her words were twisted around or taken out of context,” said senior Jessica Belasco, a 21-year-old English major.

its portrayal of lesbianism on campus. “The intimation that the `prison effect’ produced the large queer community at this school is belittling to our lesbian, bisexual and transgender students. We are proud of our queer community and the supportive atmosphere that allows students to discover their sexuality in a safe space,”

Wellesley President Diana Chapman Walsh also derided the article as “immature and sloppy Devikajournalism” in a Feb. 26 letter to Rolling Stone editor and publisher Jann Wenner. “To purport to capture `College Life 2001′ (as the magazine claimed on its cover) through salacious fantasies about the alleged sexual adventures of a handful of students is ludicrous, as is the implication that these kinds of behaviors are somehow endemic or unique to women’s colleges,”

Dixit denied that he distorted the sexual lives of Wellesley students and Casriel disputed accusations that the story was sensationalized. “We went out of our way to make it an accurate portrait of erotic aspects of the culture [at Wellesley] rather than getting into the nitty gritty of sexual behavior,” she told the campus newspaper.

Dixit contended that he recorded every interview and the quotes were verified by Rolling Stone fact checkers.

Where's the Beef?A lot of men think this, but the difference is that Dixit, unfortunately, published it in a very popular nationwide magazine. And people read it and in doing so have validated that fantasy.”

And from JayDixit.com:

In his spare time, Jay teaches creative writing classes through the New York Writers’ Intensive.

 

My comment:  Creative is right.

Cri-du chat Syndrome Presentation Possible Sources

5 Apr

Well, it’s that time again–last projects for the impeding close of semester. 40-ish more days to go. I think anyway, my counting just went astray just now. But not too much longer. Which thank God no more tests. But too bad, no more class to keep me out of work. I’ll deal with that issue later.

For now–legit sources I can print and look for at the library.

1]

Volume 55, Issues 6–7, June–July 2012, Pages 433–436

Abstract

We report an 11-year-old girl for whom the diagnosis of cri du chat syndrome (CdCS) was made during a genetic investigation of childhood apraxia of speech. The patient presented with the classic chromosome 5 short arm deletion found in CdCS. The microdeletion, characterised using aCGH (array Comparative Genomic Hybridisation), was 12.85 Mb, overlapping the 5p15.2 and 5p15.3 critical regions. CdCS is typically associated with severe mental retardation while this patient had normal intellectual performance, confirmed by normal results from categorisation tasks. This mild phenotype was assessed using a comprehensive cognitive battery. Language evaluation showed normal receptive vocabulary scores, in contrast with obvious oro-facial dyspraxia. Disabled fine motor skills were confirmed as well as weak visuo-spatial reasoning abilities. In conclusion, fine cognitive assessment may be worthwhile for patients with CdCS since good intellectual functioning may be masked by severe speech and gestural dyspraxia, thus requiring specific teaching and rehabilitation strategies.

http://www.sciencedirect.com/science/article/pii/S176972121200105X

2]

Volume 26, Issue 6, November 2012, Pages 821.e1–821.e3

Obstacles to Communication in Children With Cri du Chat Syndrome

Summary

Background

Cri du chat syndrome (CCS) is a genetic disorder resulting from the deletion of the short arm of chromosome 5. Perhaps the most distinctive characteristic of this syndrome is the congenital high-pitched cry, which frequently brings these patients to the attention of an otolaryngologist. Speech and language development in children with CCS is notable for a reduced receptive vocabulary and a profound deficit in expressive language. Currently, no clear guidelines have been established for the treatment of the speech and language difficulties exhibited by these patients. In this article, we present a case report and discuss the current literature regarding the challenges to effective communication in CCS.

Methods

Case report.

Case

We present a 7-year-old girl with CCS who sought help to improve her ability to communicate. The patient presented with a persistent high-pitched voice unchanged since birth and a breathy dysphonia. Findings on examination were significant for an abnormally oriented larynx with atrophic vocal folds. She continues to undertake intensive speech therapy to assist in her language development.

Conclusion

CCS is a genetic disorder that universally results in profound deficits in expressive speech. Although patients with CCS commonly present with a high-pitched voice and marked laryngeal abnormalities, they are unlikely to benefit from surgical intervention. Speech and language therapy, including augmentative communication devices, may enhance effective communication and improve the quality of life of these patients.

http://www.sciencedirect.com/science/article/pii/S0892199712000975

3]

The Journal of Genetic Psychology: Research and Theory on Human Development

Volume 174Issue 1, 2013

Translator disclaimer

Narrative Discourse and Sociocognitive Abilities of a Child With Cri-du-Chat Syndrome

Stefania AlbanoaLaura PiccardibcMaria Rosa PizzamigliocCristino Volpec & Simonetta D’Amicoa 

pages 51-72

Abstract

ABSTRACT. The authors investigated narrative competence, sociocognitive abilities and emotion comprehension in a 9-year-old child (FS) with Cri-du-Chat Syndrome (CdCS) who had only a mild mental delay and relatively preserved language. Considering that the production of narratives is a major step in development and in the acquisition of learning skills related to conceptual, linguistic, structural, and pragmatic knowledge, and in the development of psychological lexicon, that is, the ability to use theory of mind (ToM) processes also in atypical development, this case provided an opportunity to study aspects of this genetic syndrome never investigated before. The authors found that the child’s performance on different stories was comparable to that of chronological age controls for several narrative and emotional competences and even better than that of mental age controls. However, her ability to reason was still incomplete according ToM; in fact, FS was able to express her mental states, but she was unable to understand emotions, specifically mixed emotions. This finding suggests that in CdCS children with a well-developed language narrative and emotional competence could be a point of strength for improving their social skills with important effects on their familiar and school life. Also in CdCS children with the typical poor developed language, the narrative discourse could be introduced in their communication by means of any type of alternative language (i.e., sign language or augmentative and alternative communication) to improve their social abilities and to reduce behavioral disorders due to the difficulty in expressing their personal experiences.

http://www.tandfonline.com/doi/abs/10.1080/00221325.2011.639409

4]

Volume 31, Issue 1, January–February 1998, Pages 73–81

Receptive and expressive language skills in children with cri-du-chat syndrome

http://www.sciencedirect.com/science/article/pii/S002199249700052X

5]

Arch Dis Child 1996;75:448-450 doi:10.1136/adc.75.5.448
  • Research Article

Developmental and behavioural characteristics of cri du chat syndrome.

6]

The American Journal of Human Genetics

Volume 76, Issue 2, February 2005, Pages 312–326

High-Resolution Mapping of Genotype-Phenotype Relationships in Cri du Chat Syndrome Using Array Comparative Genomic Hybridization

http://www.sciencedirect.com/science/article/pii/S0002929707625828

7]  Genotype-Phenotype by Cornish

http://onlinelibrary.wiley.com/doi/10.1111/j.1469-8749.1997.tb07377.x/pdf

– (CDC), first described by the French paediatrician Lejeune in 19631 who coined the term ‘cri du chat’ (‘cry of the cat’)

Early epidemiological studies estimated the prevalence of CDC at 1 in 50 000 live births,13

-however, recent estimates suggest a greater incidence of 1 in 37 000 live births.14

-It has even been suggested that among the general population with learning disability the prevalence could be as high as 1 in 350.13

-A de novo deletion is present in 85% of cases while 10 to 15% of cases are familial with the overwhelming majority (>90%) due to parental translocations.

Niebuhr13 was the first researcher to identify the specific chromosomal region implicated in the syndrome as 5p15.1-5p15.3 using cytogenetic analysis

-characteristic cat-like cry has been mapped to the proximal part of 5p15.3

-speech delay to the distal part of 5p15.3

-severe intellectual impairment to 5p15.2.

need for accurate differentiation between 5p deletions that result in the typical CDC phenotype and those that result in a milder CDC phenotype and a much more optimistic developmental prognosis

range of physical abnormalities vary according to the size of chromosomal deletion present

-microcephaly, micrognathia, rounded face, macrostomia, hypertelorism with downward sloping palpebral fissures, low set ears, broad nasal ridge, and short neck

-Structural laryngeal abnormality and hypotonia are thought to be responsible for the cat-like cry (these latter features in addition to high rates of cardiorespiratory abnormalities may present particular problems with anaesthetic procedures).

-advancing age = long face, scoliosis, and macrostomia.

-Female fertility is unaffected

-The male to female ratio is 0.73:1

-children with CDC are very prone to develop recurrent upper-respiratory tract infections, otitis media, and dental problems

-children with typical CDC, IQ predominantly fell into the moderate to severe learning disability range. However, verbal IQ does appear to develop with age, reaching a plateau at about 10 years

-CDC displaying better receptive than expressive language

-development of behavioural interventions which emphasize non-verbal commands and language might serve to reduce the high rates of behavioural problems

-children with atypical CDC = specific verbal–performance discrepancy in the direction of reduced verbal skills, and in particular delayed expressive language skills in a family of siblings with a deletion of 5p15.3 but which displayed minimal intellectual impairment

Self-injurious behaviour appears to be very common in CDC.  Three core behaviours: head banging, hitting the head against body parts, and self-biting –all reaching a plateau in late childhood and then remaining constant throughout early adulthood.

In CDC, for example, the absence of expressive language27 and substantially reduced communicative skills33 may result in challenging behaviours that compensate for the lack of alternative, more appropriate means of communication

over 90% of children with CDC were described by their families as demonstrating troublesome hyperactive behaviour and, of these, 70% fulfilled the diagnostic criteria for attention-deficit–hyperactivity disorder (ADHD)

8]  Cognitive Funct.  (Cornish. . .Pigram)

individuals with deletions slightly distal (5p15.3) to the critical region will present with the cat-like cry but will not have any of the main clinical features or severe levels of delay that are characteristic of typical CDCS

The Full-Scale IQ of four children fell below the floor level of 40. The IQs of the remaining 22 children ranged from 40 to 57, with a mean of 47.81.

three children failed to score above the floor of the Verbal scale, with the remaining children obtaining Verbal IQs within the 46 to 63 range (mean 52.3).

two children failed to score above the floor for this scale with the remaining children obtaining Performance IQs within the 44 to 58 range (mean 50.3 

Articulation:  Misarticulations were very common, with all 26 children falling below the 10th centile for their age range.  Errors  included sound substitutions and frequent distortion of vowels and consonants.

some evidence of an age-related change in Verbal IQ (but not Performance IQ or Full-Scale IQ), with an increase until about 8 years of age. By 10 years, however, development appears to have reached a plateau

– finding indicates that early childhood may be a crucial period in the development of verbal skills in children with CDCS and that early timing of intervention strategies could be a key to maximizing their potential.

In contrast to receptive skills that appear to reach an age-equivalent score of over 4 years in 24 of the children, expressive skills barely reach an ageequivalent of 2 years, with the majority scoring below this age level.

articulation skills were also severely impaired with many children able to recognize a test object (e.g. ball, house, lamp) but unable to articulate the correct sounds to pronounce its name

A possible explanation is some structural or functional abnormality related to the larynx (weakness, dysmorphism) that has inhibited or delayed the establishment of early vocalization.

lack of expressive language in children with CDCS does not seem to impede communication to the extent that one would have predicted

over two-thirds of children were able to communicate their needs using non-verbal methods.

-Additionally, Carlin reported that 50% of the US sample were able to use sign language to communicate basic needs.

interventions which emphasize non-verbal commands and language might serve to reduce the high rates of behavioural problems that currently characterize this group.

http://onlinelibrary.wiley.com/doi/10.1111/j.1469-8749.2002.tb00312.x/pdf

9]  Maladaptive Behavior (Dykens)

-hyperactivity most freq & sig factor

-aggression, tantrums

-ASD feat + social withdrawal more common in P w/translocations (stat sig) less communicative P, fewer gestures, less emotional rxn to others

10% cases associated w/translocations

-friendly, happy demeanor

-used ABC scales for behavior

-no gender dif. were found in maladaptive behavior

-hyperactivity was the highest maladaptive trait

-high irritability

-only maladaptive behavior correlation stat sig w/age was inappropriate speech.

lower cognition associated w/stereotypic behaviors and increased irritability

-44 of 77 respondants were free of meds–>no sig dif b/w P on/off meds in ABC scores.

-74-85% on the test sample had hyperactivity; pervasive across ages, cognitive funct, translocation vs deletion,

-prior medication (txmt for hyperactivity) users showed more sterotypical, self-injurious, and aggressive behaviors.

-aggression toward others in 70% of their sample

-67% had tantrums

-61% self-injured

-55% were irritable

– 52% had stereotypies

http://onlinelibrary.wiley.com/doi/10.1111/j.1469-8749.1999.tb00595.x/abstract

10]  Speech and language development in cri du chat syndrome: A critical review

2008, Vol. 22, No. 6 , Pages 443-457 (doi:10.1080/02699200801892108)

-Regarding phonetics and phonology, substitutions, omissions, and distortions are frequent;

-consonant inventories are small;

-syllable shapes are restricted;

-vowels are variable and overlap with each other acoustically.

-the need for more research is considerable
.

http://informahealthcare.com/doi/abs/10.1080/02699200801892108

11]

Phonatory and phonetic characteristics of prelinguistic vocal development in cri du chat syndrome

  • Ohio State University, USA
  • Marshall University, USA

Abstract

A longitudinal case study of a child with cri du chat syndrome was undertaken to provide descriptive data on early phonatory and phonetic development in comfort state vocalizations. Vocal samples collected when the child was between 8 and 26 months of age were analyzed using perceptual and acoustic methods. Results indicated that the high vocal fundamental frequently documented in cries of infants with cri du chat syndrome was also a characteristic of comfort state vocalizations of this child. An analysis of intonation patterns indicated there was a predominance of falling intonation contours and limited interutterance variation of fundamental frequency. Phonetic development was quite delayed, with major acquisitions in babbling showing marked delay relative to chronological age. Acquisition of the first spoken word had not occured by the age of twenty-six months. Results suggest that significant cognitive and/or motor delays may have an influence on the integrity of early vocal development, which calls into question the notion that babbling development proceeds relatively independently of other developmental domains.

http://www.sciencedirect.com/science/article/pii/002199249190030M

12]

Volume 26, Issue 6, November 2012, Pages 821.e1–821.e3

Obstacles to Communication in Children With Cri du Chat Syndrome

Summary

Background

Cri du chat syndrome (CCS) is a genetic disorder resulting from the deletion of the short arm of chromosome 5. Perhaps the most distinctive characteristic of this syndrome is the congenital high-pitched cry, which frequently brings these patients to the attention of an otolaryngologist. Speech and language development in children with CCS is notable for a reduced receptive vocabulary and a profound deficit in expressive language. Currently, no clear guidelines have been established for the treatment of the speech and language difficulties exhibited by these patients. In this article, we present a case report and discuss the current literature regarding the challenges to effective communication in CCS.

Methods

Case report.

Case

We present a 7-year-old girl with CCS who sought help to improve her ability to communicate. The patient presented with a persistent high-pitched voice unchanged since birth and a breathy dysphonia. Findings on examination were significant for an abnormally oriented larynx with atrophic vocal folds. She continues to undertake intensive speech therapy to assist in her language development.

Conclusion

CCS is a genetic disorder that universally results in profound deficits in expressive speech. Although patients with CCS commonly present with a high-pitched voice and marked laryngeal abnormalities, they are unlikely to benefit from surgical intervention. Speech and language therapy, including augmentative communication devices, may enhance effective communication and improve the quality of life of these patients.

http://www.sciencedirect.com/science/article/pii/S0892199712000975

I went to the library with info to find 3 journal articles–and the UNIVERSITY library didn’t carry 2 of the journals at all.  And the third, they had, but only up to 2008.  And my article was 2012. . .  So back to the drawing board on that.  In brighter news, Google Docs Rocks!!!  My partner and I can construct the ppt simultaneously–at home.  I love doing homework in my jammies 🙂

Easterility

3 Apr

That’s Easter + fertility.  What’s not to love?  I know you knew that all the Easter symbolism:  Colored eggs, flowers, baby animals have nothing to do with Jesus or the resurrection, right?  Those were Pagan symbols of fertility.  Red-colored eggs.  Flowers?  Baby animals.  I’m a woman and I love Jesus.  I like both messages and all symbols of the day, so I celebrate both, and it’s one of my favorite holidays.  Add seafood the day before and it’s almost perfect.  Except no costumes.  I think there ought to be costumes involved.  Maybe next year I’ll dress as a. . .  Umm, I have a while to think about this.  Anyway, this post is a little late, by-the-way because of the afore-mentioned studying.  You’ll still love it.

easter egg color replacement
We had pseudo-egg hunt.  I hid the Cadbury eggs in obvious places indoors for Cool to find.  Then, when she was slow (so slow!) to find them, I ate some and lost count of how many I had hid and how many we found/ate.  It’s the hunt that will go on and on.

PS-I am not ashamed to admit that I will go ahead and eat the foil wrap that melt-ies on to the chocolate.

DSCN0035

Then, to keep the celebration aligned with my goals (and impending exam) we made mach-mosas.  Yes m-a-c-h because though they don’t have champagne, they still disappear quickly.  They were composed of:  Various (non-alcohol) ciders from the Grocery Outlet.  Apple, peach, pear, and obviously not mixed all together but in different drinks throughout the day.  The key–ginger beer.  Not beer at all, but in the sense of root-beer made with ginger.  And +/- juice depending on taste.  Then to get fancy, we added slices of lime.  We bought lemons too, but didn’t use them.  Anyway, they were delicious, and I could still study afterward.

duck cake-Susie

And to add to the festivities we made fauxomlets.  Not faux in the sense of vegan or anything crazy, but faux because I don’t really know how to cook an egg.  My way of cooking eggs is dumping the liquid egg whites [side-note:  We keep these on hand for baking purposes, when some sort of recipe calls for an egg or 2.  They expire slower than actual eggs, which we NEVER eat alone] Anyway, I dump the liquid into the pan, stirring  then packing at the end when it seems to cook too fast.  I guess you could call it a scramble–mangle might be more appropriate.  So it’s faux because it wasn’t the nice omelet egg encasing you’re supposed to have.  I just mixed my mangle with everything I would put inside the omelet *read–>everything (red, jalapeno, and chili peppers, black beans, olives, cheese, sour cream)* in a bowl.  Stir-fry style.

Deb Wong 1

So that was the day.  And now I have to study some more flash cards for my other class.  When will this semester be over?  Everything is going down at once!

So despite crazy-studying we made the best of one of our favorite holidays.

Same Chance as Everybody Else

2 Apr

That’s what every student should have for a test.

In Speech Sciences, we were to have a “quiz” covering 5 chapters today.  The chapters were ALL the diseases in each system that impact speech.  So characteristics, assessments, and treatments had to be memorized.  The quiz also covered the long, long, long and complex theories and models of speech production (5 models, 2 theories, 5 problems) and speech perception (9 models and 6 problems) and everything that impacts those.  So that’s 27 complex issues to memorize and understand.  And the hearing chapter.

Trachea, EsophagusI studied my little heart out.  Starting during spring break.  I read and outlined all the chapters, made flash cards, drew pictures and numonics.  Looked at them every single day, including Forster-Friday when I had to go to work early, have short lunch, and clean after work.  I worked very hard to know all the information.  I need to get 62 points out of the 64 points left in the course to keep my A+.  And that’s what I will do, or otherwise this is time and money wasted.  I NEED the GPA this time.

We always have 30 minutes to complete these “quizzes.”  But this time the prof said we were going to take it at the beginning of class rather then the end.  So I knew there would be a time-crunch for me.  These are multiple choice, and seeing all the answers confuses me, so I have to cover the answers, formulate MY response, then read through the answers to see which one best matches my answers.  Then, I double check everything and make sure I completed all parts of every question and didn’t skip anything or make any dumb errors.  So I use the all of the time.

Knowing this, I moved from my preferred seat by the door, to the very front row so I could be among the first to receive the test.  Because he starts timing from when HE hands the papers out, not from the time the last person gets the test.  Doing this, meant I had to risk Suzanne [who I despise and is stupid and talkative and annoys me and messes me up] sitting next to me.  And of course she did.

wild dog purpleHalfway through today’s test, the prof told the class they could quietly walk around the room and look at the group presentation instructions he had just taped to walls around the room.  Umm, what?!  I’M still testing.  Within the allotted time limit.  So of course now people that finished early (the majority of the class) are walking around.  Then, they are making me move my legs in order to get by me.  And they are clunking up the stairs right in front of me.  Then, groups are talking.  I was trying to concentrate, but it was nearly impossible.

And I tried to shoot the prof looks like, Are you KIDDING me?!  Or–hey, tell them to be quiet.  But he did not look in my direction.  Until I scrawled on the top of my test “Test environment was very disruptive.”  Then, when I was ready to turn in my paper, he sat on the stairs right in front of me, looking apologetic, and said “How was it?”  And I answered honestly that it wasn’t good.  And he wasstate-fair-falconry-1180523-blog like, “I know, I understand and feel the same way you do.”  This–inside me head–What the fuck buddy, what do you mean you feel the same way?  YOU are the one who controls what goes on inside this class.  And out loud, “It was a very unacceptable way to take a test.”  He said, “I know, and we’ll look it it and maybe make accommodations, you are one of the more conscientious students.”  Which I don’t know what that means, but it sounds like cheating to me, and if he would have just conducted the test fairly, it’s totally unnecessary.  And I must have looked sad and frustrated (I was both) because he said, “Don’t worry, we’ll look at it.”

This is my life.  How is it that no matter how much preparation  no matter how much studying, or planning, or changing my own behavior and factors under my control, I can’t win.