The Fred's Head blog contains tips, techniques, tutorials, in-depth articles, and resources for and by blind or visually impaired people. Fred's Head is offered by the American Printing House for the Blind. It was voted best blindness-related blog three years in a row by BlindBargains.com.
from wikiHow - The How to Manual That You Can Edit
Zarpor.com says that red lips are the quintessential sexy look but getting it "just right" can take a little know-how. Red lips are a classic look as seen on many a golden age Hollywood beauty, and they're a pop of color that can enhance many a look.
Whether you're just in the mood to have fun with your look, or you're going to a formal ball, red lips are often the best choice. Here's how to make sure they're a well applied choice too.
Steps
Select the red lipstick. Most people are able to wear warm red.[1] However, it is important to try different shades of red to find the one that suits you best. Ask a makeup retail assistant to help you make a suitable choice; be sure to test under good lighting.
Orange-red or reds with more yellow in them are kinder to olive or easily tanned skins (warm complexions).
Pale skin tones (cooler complexions) are better with blue toned reds.
A berry-tone fuchsia is a good daytime red.
Try red in a see-through sheer texture if you're not sure.
Clean and dry your lips in preparation. Slightly moisturize your lips by adding a little lip balm. Before proceeding, wait for it to be absorbed.
Add lip liner. The lip liner needs to be similar to the red shade of lipstick you're going to use (or use a nude color). Carefully line your lips, avoiding trembling. If you made a mistake, don't swipe it off with your finger––use makeup remover on a Q-tip (cotton bud) for best results.
Slightly line outside your lips if you want your lips to look bigger.
Consider using a reverse liner; it's clear and it allows you to outline your lips to prevent lipstick from running and bleeding.
If you don't have a lip liner, pat concealer across your lips.
Apply the lipstick. You can use different kinds, but usually a traditional lipstick is preferable. Don't forget the very inside of your lips, as you smile the colour of your real lips might be a big contrast to the redness.
To make your lips redder, and fuller, get a small brush and use your foundation to apply around your lips. Don't be scared to get close to your lips, the bigger the contrast between your lips and your skin the better. This will let your lips look better, and more professional.
It is best to always apply using a lip brush, not the actual lipstick, which should only ever be applied direct to lips for brief touch-ups. The brush ensures that the lipstick is added precisely and that it will stay put.
Once in place, lightly dab the lipstick with a tissue. A coat of translucent powder can do wonders too. Then, last but not least, apply either a clear or a red lip gloss. You can never put too little lip gloss, but avoid the edges, because it might dribble over if it's too much.
Place your index finger in your mouth and move it around gently. It'll lift excess red lipstick likely to smear on your teeth.
Consider the remaining makeup. The red lipstick pops and should be your facial feature piece. The remaining makeup needs to be consistent with this and flawless skin is the look to aim for (or the illusion to create). Here are some suggestions to achieve this:
Wear foundation
Instead of eyeshadow, consider using foundation with a dusting of powder
Mascara
Creme blush
Bronzer.
Check regularly for red smears on your teeth. Have a compact mirror handy to check and swipe off the teeth smears should they happen. And they will.
Tips
As your lips get redder, your teeth probably might get yellower, so brush them before you apply your lipstick directly.
To get a deeper red, use two kinds of lipsticks, that way you will blend two choices if you are confused.
Sometimes, you can fill in your lips with your lip liner before you apply your lipstick, this tends to make it last a bit longer.
The pads of your fingertips are the closest to your lip colour, making these a good part of the body to test the red colour on first. However, this shows sheerness and texture, not whether or not the shade will flatter you.[2]
Teeth look brighter with some shades of lipstick, namely watermelon colors through to the fruity, berry colours.
In Hollywood, Rita Hayworth wore the really brilliant red, while Elizabeth Taylor wore a candy-apple red.
Warnings
When you are done, smile and try to talk. Sometimes you get red stains on your teeth, and you won't notice until it is too late.
It doesn't look too good when your lip liner is brown or a colour that doesn't really complement red, or bright red.
Never forget to apply lip liner. It helps prevent your lipstick and lip gloss from sliding all over your chin.
Avoid shades of red with too bright orange undertones; these will appear sallow and can bring out too much yellow in teeth.
Remember: Heavy use of make-up defines you as a type. Be sure you want to be defined as that type before you use it!
Red lipstick looks best with a flawless complexion and dramatic (but not overpowering) eye makeup - if you can't do this it might be best to get some lessons from a makeup professional, or even self-teach with YouTube lessons!
↑ Sarah Stacey and Josephine Fairley, The 21st Century Beauty Bible, p. 27, (2002), ISBN 1-85626-437-8
Article provided by wikiHow, a wiki how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Wear Red Lipstick. All content on wikiHow can be shared under a Creative Commons license.
First there was Yella; a fat and happy Lab. Then came Lion and Tiger, her huge and handsome sons. Then finally there was Boyo and Brownie, the grand children of Yella. My treasured ones, my best companions. These are the ones that gave me so much comfort during my formative years.
Yella's happy and go lucky spirit enabled me to create and imagine all kinds of kid-like things; writing poetry and essays about her. Gosh, I even won first prize in an essay competition for my composition about Yella. By the time Lion and Tiger came along I was approaching the difficult adolescent years and these were the two that helped me the most. I would often lie on my stomach and bury my face in their thick coats of fur. There I would tell them all of my fears and fantasies and you know what? They never turned a deaf ear on me. They would always listen attentively and would often reward me with either a kiss on the nose or a paw on my shoulder.
By the time that Boyo and Brownie arrived, I was well into my teens and these two were a constant source of comfort to me. I played robustly with them. Loved them to bits, and in turn they helped me to cope with my adolescent years. Each dog was special in his/her own way. Each brought me special moments of glee and happiness. Each broke my heart when they departed this world.
My heart broke with grief when I left home and left them behind but I still carry them in my mind. When I was able to see enough, I captured their faces in my mind and now they are tucked away forever. Their personalities will always remain a constant source of consolation for me. Rest in peace wonderful furry friends!
Where can one find accessibility expertise to help in the web design/development/support cycle?
One would be surprised to learn how close at hand this expertise is and how available it can be. It's right here in our backyards; blind and partially sighted people themselves. Blind and partially sighted people are becoming more involved in website activities and are being used more as testers, evaluators, and as experts when it comes to deciding how to implement accessibility features into the design and development of websites.
For who better than these people to tell you how best and what is best to do when it comes to accessibility? They bring a lifetime of experiences to the table. Their knowledge of access technology (software and hardware) is second to none, and they, better than anyone else, can guide you on how to design and develop screens.
They can help you to better understand what combination of foreground and background colors are needed in order to make the screen more readable to them. They can help you to learn how their software interacts with websites; how their software interacts with graphics, icons, images, and drop-down and pop-up menus.
In order to further clarify this picture, I'd like you to consider the following.
If you're in business to provide products for diabetics, how would you go about determining the measurement of demand? Would you ask a database of non diabetic consumers for feedback or would you rather ask one that is made up of diabetics. Chances are that nine out of 10 times you would consult the latter.
One of the most common pitfalls for companies occurs when they attempt to use fully sighted expertise to help them design and develop accessibility features. A sighted person may be able to understand but when it comes down to the finite points, they will never be able to fully understand what is needed and why. For how could they? They use their eyes to navigate and blind and partially sighted people use their ears to do the same.
In like manner, blind and partially sighted people are not fully able to understand how sighted people use their eyes to navigate and interact with websites. So the next time you are faced with who can provide you with accessibility expertise, look no further than the blind and partially sighted community. All you need to do is to ensure that they are regular website surfers and that they are regular users of access technology.
That afternoon the dream of the toads
rang through the elms by Little River
and affected the thoughts of men,
though they were not conscious that
they heard it.--Henry Thoreau
The other day, my mother, Jamille and I did a training on activities and brain research for infants who have a visual impairment at Region XI Service Center. The staff and audience were unbelievably talented and willing to learn and give input on ways that would incorporate fun activities while encouraging brain activity for the infant or students with MIVI (Multiple Impairment and Visual Impairment) who have a visual impairment, although the strategies work for all infants as well.
The audience and I were discussing different assessment kits that were outstanding for our students under the age of three. I pulled out the TOAD Kit from APH and the group and I began exploring the incredible items that were not only good for assessment but for activities for weekly lessons. You have two matching red puppets excellent for shifting gaze, a brightly colored yellow pompom (remember yellow is the first color the brain sees) for tracking, tactually exploring and reaching.
Another impressive item in the TOAD Kit was a puzzle book where the student can see a picture of a spoon while holding a real spoon in hand and a large picture of a toothbrush with a real object spoon. The child may then recognize that the two represent the same object. There are many large high contrast pictures in the puzzle book like: a face of a woman, a Frog Pond Seek-and-Find Puzzle for students to scan and point out details and many other activities that are great for assessing and to be used as a lesson for children who have a visual impairment.
The TOAD Kit continues in its greatness: a black apron for eliminating clutter, a black glove (wonderful to use for exploring the environment for children with cortical vision impairment), a puzzle set for the lite box, jingle bells for searching and scanning, and colored bowls and three balls that are excellent choices for object permanence.
The training that my mother and I do is called Wee Play, Wee Learn. The workshop includes many activities from my book, Wee Play, Wee Learn by FlagHouse and brain research from Dr. Pam Schiller’s book, Start Smart. During the training I try to emphasize the best of the best books, supplementary and testing materials, videos and many other resources that demonstrate our little ones with a visual impairment must be taught early so that the brain is correctly wired for learning.
There is no better way to “croak” away frustrations for learning and assessment than using The TOAD Kit from APH. What other kit comes complete with assessment, lessons, and materials all in one big black box?
As the poem states, “the dreams of the TOAD rang through the elms and into the thoughts of men” because once you lay your eyes on this kit, you will not look any further.
Are Additional Sense of Science Modules Needed? We Need Your Feedback!
APH is seeking advice from Teachers of the Visually Impaired regarding the need for additional Sense of Science modules. If you are familiar with this science series and would like to give feedback regarding future modules, please request a short survey from Karen J. Poppe, Tactile Graphics Project Leader, at kpoppe@aph.org or call her at (502) 899-2322. Thank you!
A Prescription for Earth Science
Are you interested in Earth Science products tailored to your students with visual impairments? If yes, please send the following information in an email to rhoffmann@aph.org.
the grade(s) level(s) you teach that particular topic,
what educational materials you currently use to teach it, and
the presentation format you would like to see developed, for example
full color thermoformed tactile graphics and/or
interactive presentation with manipulatives
(Both formats would incorporate full color and labels in large print and braille, as in APH’s Life Science Tactile Graphics and Sense of Science.)
Please indicate the topics in earth science that you teach during a given school year:
Scale of geologic time integrating evolution of organisms and physical changes of the earth
Earthquakes/faults
Soil & erosion
Surface water, groundwater & glaciers
Weather & climate
Other
If there are specific images or concepts within any of these categories you would like to see represented, please describe them.
Again, please send your response to rhoffmann@aph.org. Thank you! Rosanne Hoffmann, STEM Project Leader
Product Need Survey
APH is considering the development of a kit of materials, tentatively titled SPORTS COURTS, to familiarize students with visual impairments and blindness with the physical court/field layouts and game rules of common outdoor and indoor sports using an interactive format. We invite your early input to determine the ideal product design prior to extensive product development and formal field testing. If you are interested in providing feedback, please request a copy of the survey from Karen J. Poppe, Tactile Graphics Project Leader, at kpoppe@aph.org. Thank You!
The APH Perkins Brailler Improves!
Perkins Products just announced the following significant improvements to the APH Perkins Brailler!
Paper feed mechanism is improved which results in easy, accurate input of paper
Sturdier carriage button to address breakage
Line spacer now has stronger steel to resist bending
Mechanical improvements to back spacer to ensure functionality
You can still be a Winter 2012 Unforgettable APH Star. The deadline to send your Unforgettable Videos featuring APH products is February 13, 2012. Remember you can be the winner of the $150.00 cash prize, as well as eligible to enter the drawing for Amazon.com gift certificates.
For more contest information and to watch the Winter 2012 Promo Video go to: www.aph.org/contest
Demonstration of how the iPad and a Refreshabraille 18 can be used as an instructional tool for parents and regular education teachers.
Sign Up Early for Sports Camp
Shorts and T-shirt weather is just around the corner. See the new 2012 list of camps on the APH Physical Education Website!
From the Field:
Perkins School for the Blind values your opinion. Can you take a few minutes to complete a survey to help them better understand the needs of educators and parents of students who are blind and visually impaired?
Survey participants will be entered into a drawing to win one of two free iPads to be awarded on Friday, February 17. A summary report of the survey will also be given to participants if they choose. Take the survey:
https://www.surveymonkey.com/s/perkins-online
2012 Nomination Process for the Hall of Fame: Leaders and Legends of the Blindness Field
The Hall of Fame is now accepting nominations for 2012 induction consideration. If you are interested in learning more about the process for submitting a nominee to join the 48 inductees, please visit: www.aph.org/hall_fame/nominate.html. The nomination process will close March 30, 2012.
"The Hall of Fame for Leaders and Legends of the Blindness Field is dedicated to preserving, honoring, and promoting the tradition of excellence manifested by the specific individuals inducted into the Hall of Fame and through the history of outstanding services provided to people who are blind or visually impaired."
Oldies but Goodies: The "Established" APH Product Series
The Tactile Treasures Kit unlocks the treasures that make learning math and language concepts fun for young children with visual impairments. Tactile Treasures is an informal assessment and teaching tool for use with children from preschool through elementary school. It helps develop an early understanding of basic concepts and vocabulary that are prerequisites for reading and math. By pairing the tactile graphics of thermoformed real objects with included descriptive scripts/stories, over 90 concepts related to shape, size, comparison of two or more objects, amount, position, and page orientation can be introduced and reinforced.
Tactile Treasures is packaged as a complete kit consisting of three individual binders housing a total of 79 white thermoformed sheets, measuring 8 1/2 x 11 inches, and a teacher's guidebook (both print and braille versions provided) with two suggested scripts or stories for each concept introduced. The guidebook also gives a general overview of the materials, instructions for use, and extended activities. The types of thermoformed objects are numerous: from pretzels, buttons, and rings to zippers, scissors, and shells. The variety of objects depicted adds interest, encourages exploration, and helps broaden vocabulary.
The tactile graphics contents of each binder are as follows:
Binder I: Shape and Size Concepts
Binder II: Comparing and Amount Concepts
Binder III: Position and Pre-Reading Concepts
Tactile Treasures can be adapted for a child with low vision by outlining the thermoformed objects with a permanent marker, or even by cutting out items and presenting them on a high-contrast background. In addition, cut-out materials could be presented on a Work-Play Tray. Because of the versatility of the tactile pages, they can also be used to introduce related concepts other than those presented in the provided scripts. For example, thermoformed objects can be paired with the real objects for students who are still learning to transition to the use of thermoformed tactile graphics. (See photos below for examples.)
Please note that this product is currently on sale for $150 (original Price: $165.00). This sale ends March 31, 2012.
If you have any suggestions for other products you would like to see highlighted in this monthly feature, please send your comments to Monica Turner at mmturner@aph.org.
APH Library Treasures!
The APH Barr Library supports research initiatives at APH, while the Migel Library is the largest collection of nonmedical information related to blindness in the world. Although the collections do not circulate, arrangements can be made to use the materials on site. In addition, an ongoing digitization effort means APH will continue to make materials available through the online catalog at http://migel.aph.org.
Two of the many "Treasures from the APH Libraries" are described below.
Migel Library Treasure
James Holman, A Voyage Round the World: Including Travels in Africa, Asia, Australasia, America etc. London: Smith, Elder, and Co., 1834.
Beginning in 1819, James Holman, also known as the “Blind Traveler,” set out on a series of unprecedented adventures, the accounts of which are published in this multi-volume set. While serving in the British Royal Navy, Holman contracted an illness that rendered him blind at the age of 25. Although the illness additionally caused him to suffer from debilitating pain and limited mobility, he refused to accept the sedentary life prescribed for him with the lifetime grant of care at Windsor Castle. Holman proceeded to request leaves of absence to study medicine and literature, and began to undertake tours of Europe, eventually aiming to make a circuit of the world from west to east, an incredible feat at the time for any solo traveler. This expedition was foiled in Russia where he was suspected by the Czar of being a spy. Not one to be discouraged, Holman regrouped and set out again, eventually achieving his goals and publishing this series that describes his ground breaking travels and method of “human echolocation.”
Online versions of several of the volumes may be found at the Internet Archive, as well as at Project Gutenberg. A Wikipedia article found at http://en.wikipedia.org/wiki/James_Holman has links to further information. Additionally, many public libraries carry A Sense of the World, How a Blind Man Became History’s Greatest Traveler, a 2006 biography by Jason Roberts, also available through NLS in braille and as a downloadable Talking Book.
Barr Library Treasure
Jean Piaget and Barbel Inhelder, The Psychology of the Child. New York: Basic Books, 1969.
Which of the following two lies does a young child consider “naughty”: telling your family you got a good mark in school when you weren’t called on to recite, or saying that a dog that frightened you was as big as a horse or a cow? Why do many children between the ages of four and six believe the moon follows them, or even that they force it to follow them? When does the need to have definitive, final answers to our perpetual “why” questions abate? In The Psychology of the Child, Jean Piaget and Barbel Inhelder offer an accessible summary of the developmental psychology Piaget elaborated over forty years, offering anecdotal stories along the way.
Described in Wikipedia as a “super-classic,” this work is a concise overview of Piaget’s key ideas and the stages he believed children to progress through as they interact with the world around them. What really shines through are the many examples of children’s behavior along the way, such as the girl who translates her interest in the mechanics of church bells while on vacation to making deafening noises next to her father’s desk. Her response when told she’s bothering him? “Don’t talk to me. I’m a church.” Or the same girl being so impressed by a plucked duck on the kitchen table that she imitates it on the sofa, causing her family to believe her to be sick until she says in a far away voice, “I’m the dead duck!” Although many of Piaget’s ideas have been improved upon in subsequent years, he remains one of the most influential developmental psychologists and The Psychology of the Child is an excellent starting place for researchers and lay readers alike.
In addition to holdings in both the Barr and Migel Libraries, The Psychology of the Child is available at many public libraries as well as Learning Ally.
The Little Grass Shack on the Ocean
Artist: Steve Stahl
First Place Winner, Sculpture Category
APH InSights 2006
Visually impaired and blind artists of all ages are invited to submit artwork for our twenty-first annual international art competition, APH InSights 2012.
Last year, nearly 400 entries were received. From these, jurors selected 83 pieces for the exhibition, which was shown in Louisville at the Annual Meeting last October. From the 83 works selected for display, 32 award winners were chosen and 13 of them came to Louisville to receive their awards in person at the annual meeting.
Artists may enter original artwork created in any medium, including (but not limited to) painting, drawing, printmaking, fiber, metal, or wood.
The deadline for entries from students in kindergarten through high school is March 26. Adult artists have until April 2 to send in their entries.
Complete rules and entry forms will be posted on the APH website by the end of February 2012. You may also contact Roberta Williams at 502-899-2357 or rwilliams@aph.org to receive a copy of the rules and application forms by email, or a hard copy in print or braille.
Fascinating Presentations from Annual Meeting 2011 Now on Web
Each year, APH employees and others from the field of blindness present excellent workshops at the APH Annual Meeting. Some of these outstanding presentations are now available on our website in audio format. Topics include STEM (Science, Technology, Engineering and Mathematics), Adult Multiple Disabilities, Building on Patterns, Cortical Visual Impairment, and more.
We invite you to explore these presentations from October, 2011. In the future, we will be posting additional presentations from previous Annual Meetings.
"Like" APH at Our Facebook Page!
We invite you to visit our Facebook page and "Like" us! You can find APH at these social media sites: Twitter, YouTube, Flickr, and at our blog, Fred's Head from APH.
February 4, 2012
Long Island Regional Braille Challenge 2012;
Long Island, NY
February 8, 2012
FVLMA Workshop (in conjuction with Minnesota and Minnesota South Central Service Cooperative);
South Central Service Center in North Mankato, MN
February 8, 2012
NIP Event: Adaptive PE;
Orlando, FL
February 10, 2012
Western Michigan University Faculty and Student APH Site Visit;
Louisville, KY
February 10, 2012
Webcast: ISAVE Product Training;
presented from APH in conjunction with Ex Officio Trustee Kim Stiles in New Hampshire
February 20-24, 2012
Appropriation: Various Legislative Visits on Capitol Hill as scheduled;
Washington, DC
February 27-March 3, 2012
CSUN 2012;
Manchester Grand Hyatt in San Diego, CA
March
March 1, 2012
APH Products, Services, Resources, and More Training
Anne Arundel Community College in Arnold, MD
March 4-8, 2012
Exhibitor’s Conference 2012;
Mandalay Bay Convention Center in Las Vegas, NV
March 6, 2012
Webcast: Sense of Science Product Training;
presented from APH in Louisville, KY, in conjunction with Ex Officio Trustee Kim Stiles in New Hampshire
March 14, 2012
Focus on Vision Impairment & Blindness Conference: Meeting the Needs of Individuals with Intellectual Disability and Vision Loss;
Four Points by Sheraton in Norwood, MA
March 15-18, 2012
CTEBVI 53rd Annual Conference (California Transcribers & Educators for the Blind & Visually Impaired;
Los Angeles Airport Marriott in Los Angeles, CA
March 16, 2012
West Virginia Braille Challenge;
Romney WV
March 21-23, 2012
KAER (Kentucky AER) 2012 Conference;
Cumberland Falls State Resort Park in Kentucky
March 22, 2012
NIP Event – SLK;
Ocean City, MD
March 29-30, 2012
APH Product Fair in conjunction with Massachusetts AIM Library;
Carroll Center for the Blind in Newton, MA
March 30-31, 2012
NIP Event: Adaptive PE;
Columbus, OH
April
April 2-5, 2012
ESAC Committee Meeting;
at APH in Louisville, KY
April 11-14, 2012
CEC 2012;
Colorado Convention Center in Denver, CO
April 13, 2012
Webcast: Braille Literacy Product Training;
presented from APH in Louisville, KY, in conjunction with EOT Kim Stiles in New Hampshire
April 18, 2012
Webcast: Digital Lightbox Product Training;
presented from APH in Louisville, KY, in conjuction with EOT Kim Stiles in New Hampshire
April 20, 2012
Vanderbilt Faculty and Student APH Site Visit;
Louisville, KY
April 22-26, 2012
EPAC Committee Meeting;
at APH in Louisville, KY
April 25, 2012
NIP Event: Adapted PE with Lauren Lieberman;
Baltimore, MD
April 26-28, 2012
AOTA;
Indianapolis, IN
April 26-28, 2012
NBA Spring 2012 Professional Development Conference;
St. Louis, Missouri
April 30 – May 1, 2012
NIP Event – CVI;
NH
May
May 3-5, 2012
AFB Leadership Conference/Florida AER;
Tradewinds Island Resort located at St. Pete Beach, Florida
May 4, 2012
Webcast: BookPort Product Training;
presented from APH in Louisville, KY, in conjunction with EOT Kim Stiles in New Hampshire
APH Winter Wonderland Sale
Load up a world of savings on selected APH products with APH's Winter Wonderland Sale 2012, January 1—March 31. As always, first come, first served.
Get the manual you need instantly! APH offers a selected list of product manuals available for free download (www.aph.org/manuals/). You may print or emboss these as needed. We will continue to package hard copies of these manuals with their products and sell hard copy replacements.
Newly added manuals include:
The Color Beam Book (7-08390-00)
Light Box Activity Guide Level Two, Large Print (7-08680-00)
Light Box Activity Guide Level Three, Large Print (7-08690-00)
Teaching Touch: Manual, Large Print (61-173-006)
Teaching the Student with a Visual Impairment: A Primer for the Classroom Teacher (61-205-001)
NEW! Building on Patterns: Primary Braille Literacy Program: Second Grade Level: Unit 3 Kit
Building on Patterns (BOP) is a complete primary literacy program designed to teach beginning braille users all language arts -- reading, writing, and spelling.
Note: Building on Patterns: Second Grade replaces Patterns Second and Third Reader Levels.
The Building on Patterns series addresses phonemic awareness (ability to hear and interpret sounds in speech), phonics (the association of written symbols with the sounds they represent), comprehension, fluency, and oral vocabulary, all of which have been identified as important for reading instruction.
This program also addresses specific skill areas needed by the child who is blind, such as language development, sound discrimination, tactual discrimination, and concept development. Braille contractions are introduced from the beginning along with sound and letter associations. Expanded Core Curriculum (ECC) skills such as using tactile graphics and technology are also included.
New Features
Timed reading in each lesson
Simplified lesson-monitoring sheets
More independent reading suggestions
Spelling Dictionary
Quick Read for silent reading and reading comprehension practice
BOP Second Grade includes more worksheets, part-word braille contractions and other remaining literary contractions and symbols and rules for using them, emphasis on syllables and multisyllabic words and the effect of certain letter combinations on vowel sounds, and the foreign origin of at least one spelling word in each lesson.
Prerequisite: Building on Patterns: First Grade or equivalent skills.
Recommended Ages: 7 to 8 years
APH offers a number of recreational books in braille (Quota funds can be used). Each of these titles was originally transcribed and produced by APH for the National Library Service which has graciously granted permission for this offering. As usual, these titles have been added to the APH Louis Database where you can find thousands of titles produced in accessible formats.
Note: all books are produced upon receipt of orders, therefore, please allow several weeks for delivery.
Moonlight on the Magic Flute
By Mary Pope Osborne: T-N1833-00 -- $19.00
When Jack and Annie magically arrive in 1762 Vienna, Austria, their mission is to help a brilliant artist bring joy to the world. But six-year-old Wolfie keeps interfering. Grades 2-4. *(AR Quiz No. 129309, BL 3.7, Pts. 2.0)
Eleven Birthdays
by Wendy Mass: T-N1836-00 -- $49.00
After celebrating their first nine same-day birthdays together, Amanda and Leo, having fallen out on their tenth and not speaking to each other for the last year, prepare to celebrate their eleventh birthday separately but peculiar things begin to happen as the day of their birthday begins to repeat itself over and over again. Grades 4-7. *(AR Quiz #128370, BL 4.1, Pts. 7.0)
The Magnificent Ambersons
by Booth Tarkington: T-N1836-30 -- $87.00
George Amberson Minafer is the pampered but pitiful scion of a dynasty spanning three generations. When industrialization transforms his small midwestern town, George finds his family's fortune threatened not only by a new breed of entrepreneur, but by his relatives' arrogance and greed.
One Hundred and One Designer One-Skein Wonders
by Judith Durant: T-N1837-80 -- $83.00
Offers a variety of designers' knit projects -- scarves, bags, hats, shawls, socks, and even toys -- for which you can use your orphan skeins. Patterns are arranged by yarn weight: lace, fingering, sport, worsted, mohair, and novelty.
Dead Air: A Jessie Drake Mystery
by Rochelle Majer Krich: T-N1836-20 -- $104.00
After radio talk-show doctor Renee Altman has LAPD detective Jessie Drake investigate a stalker, a kidnapper takes Renee's daughter Molly and taunts Renee on air. While racing to find Molly, Jessie deals with feelings for her ex-husband and accepting her Jewish heritage. For adult readers. Some descriptions of violence.
*Accelerated Reader quiz number, book level, and point value. For more information on the Accelerated Reader program, see the January 2006 APH News or www.renlearn.com/ar/
As a blind person, it is vitally important for me to be able to have someone who can be my eyes. For me, that's my mom. For as long as I can remember, she has been my eyes; using her natural ability to help me cope. She has found ways to help me identify things. She has developed strategies to help me navigate my kitchen, and she naturally knows how to assist me whenever we go shopping.
In the general scheme of things, many people need to be taught or given certain hints and lessons when it comes to helping a blind person; but not my mom. One can easily say that she should know or that she ought to know but this is not always true. It should not be assumed that because you have a family member who is blind that you should know what to do. Not at all.
It often seems to me that whenever I am in need of an arm to guide me, she is there. Whenever I am looking for a lost object, she naturally knows how to help me find it. Now that I am unable to match my clothes for myself, she continues to help me find ways to organize my closet. In case you are wondering, mom does not live with me. She visits and when she does it is always a pleasure for me to have her on my team.
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The Little Grass Shack on the Ocean
