Why am I discouraged? Why is my heart so sad? I will put my hope in God! I will praise him again…
~ Psalm 42:11, NLT
Some of the things that are happening with our horses, how to care for horses, and the Blessings Ranch project. We will also cover topics educational in nature including homeschooling. There are also Christian resources available that will be discussed. And helping people find their place in God's plan. http://atblessingsranch.com
Why am I discouraged? Why is my heart so sad? I will put my hope in God! I will praise him again…
~ Psalm 42:11, NLT
Why am I discouraged? Why is my heart so sad? I will put my hope in God! I will praise him again…
~ Psalm 42:11, NLT
Wait patiently for the Lord. Be brave and courageous. Yes, wait patiently for the Lord.
~ Psalm 27:14, NLT
I'm not asking you to take them out of the world, but to keep them safe from the evil one.
~ John 17:15, NLT
Praise the Lord with melodies on the lyre; make music for him on the ten-stringed harp. Sing a new song of praise to him; play skillfully on the harp, and sing with joy.
~ Psalm 33:2-3, NLT
That's the whole story. Here now is my final conclusion: Fear God and obey his commands, for this is everyone's duty.
~ Ecclesiastes 12:13, NLT
The one thing I ask of the Lord—the thing I seek most—is to live in the house of the Lord all the days of my life, delighting in the Lord's perfections and meditating in his Temple.
~ Psalm 27:4, NLT
Dyslexia: A Natural Phenomenon
Abstract
Social institutions and their rules often originated from capricious decisions. For education, western text book design has never been questioned as to its possible bias against some children's perceptual organizational strategies. Text book design with its "Z" encoding often conflicts with the a priori "S" encoding and decoding paradigms found in natural perception. Orthography is another flawed social tool replete with anachronistic distractions. These factors results in social and perceptual rule conflicts inhibiting children's (or adult's) attempts to decode and encode English alphanumeric signs and symbols. These conflicts are often misinterpreted or ridiculed by the educational culture leading to the child's impaired performance (but not learning) sometimes termed dyslexia denoting a class of impaired people without reading and writing skills due to some brain disorder. Experts often refer to the reversal of numbers and letters as indicators of dyslexia. However, reversals are part of natural perception and we deal with them everyday, and ignore them as part of our perceptual background. This paper suggests that persistent reversals are aligned with confusing perceptual, pedagogic and orthographic rules rather than brain impaired reading and writing skills. What is troublesome is that many labeled dyslexics become "cured," often on their own, and end up becoming authors, scholars, scientists, etc. This suggests that environmental forces such as negative reinforcement found within the educational community are factors delaying lexic development.
Dyslexia Redefined
Dyslexia is buzz word with intolerable ambiguity. Among others, dyslexia is generally defined as the reversal of letters and numbers due to some brain disorder. However, in this paper dyslexia is defined as the left-to-right reversal of letters and numbers due to confusing perceptual codifying rules in conflict with arbitrary textbook designs further complicated by English orthography and dysfunctional institutional behaviors. It should become clear that the left-to-right reversal of alphanumeric symbols is a natural, evolutionary, rule-governed form of perception. By dysfunctional institutional behavior, I maintain that the confused left-to-right reversal process is often reinforced by emotional trauma, shame, negative attitudes, unfounded beliefs, low self-esteem, etc., tacitly or overtly given off by the school culture that places the student in a state of perpetual confusion. I will also suggest that the child’s traumatized state of confusion could itself limit the development of his brain's functionality. By orthography, I mean the present state of English spelling that is the very essence of sociodyslexia because of the chaos in phonemic and graphemic rules. The dysfunctional state of English orthography is a deficit transferred to the student. It is indefensible to hold that there is an intuitive connection in such examples as the long i: tie, by, bye, high, and hi to name a few. Only etymologists understand their origins and interconnectedness. Words are tools of communication, and like any tool, they need to be adapted to their user or be discarded. No one in their right mind would use bent hammers or ancient computers and be efficient and effective in today’s world, yet we refuse to change our awkward orthographic tools opting for spell checkers and wasted dictionary time, all the while insisting our children should adapt to these anachronisms rather than making the tool adapt to the user's needs. Texts that indiscriminately mix orthographic variations without proper historical linguistic training produce a stumbling phonetic interpretation in dyslexic (rule confused) children and adults. A child's attention span cannot handle the drudgery and repeated failures and quickly turns her attention to more important things such as daydreaming. An adult can handle it, and this is a possible explanation for sudden recovery of lexic ability. Clearly, such a person is ideal for designing dyslexic's text books. By natural, I mean preexisting organic processes and their rules that are the referents to our observations and their symbolic expressions.
This means that anyone who belongs to Christ has become a new person. The old life is gone; a new life has begun!
~ 2 Corinthians 5:17, NLT
No, dear brothers and sisters, I have not achieved it, but I focus on this one thing: Forgetting the past and looking forward to what lies ahead ...
~ Philippians 3:13, NLT
The Lord is the everlasting God, the Creator of all the earth. No one can measure the depths of his understanding.
~ Isaiah 40:28, NLT
Don't worry about anything; instead, pray about everything. Tell God what you need, and thank him for all he has done.
~ Philippians 4:6, NLT
May you always be filled with the fruit of your salvation—the righteous character produced in your life by Jesus Christ—for this will bring much glory and praise to God.
~ Philippians 1:11, NLT
... he saved us, not because of the righteous things we had done, but because of his mercy. He washed away our sins, giving us a new birth and new life through the Holy Spirit.
~ Titus 3:5, NLT
For God is not a God of disorder but of peace, as in all the meetings of God's holy people.
~ 1 Corinthians 14:33, NLT
... His brilliant splendor fills the heavens, and the earth is filled with his praise.
~ Habakkuk 3:3, NLT
The true bread of God is the one who comes down from heaven and gives life to the world.
~ John 6:33, NLT
They will declare, "The Lord is just! He is my rock! There is no evil in him!"
~ Psalm 92:15, NLT
On the last day, the climax of the festival, Jesus stood and shouted to the crowds, "Anyone who is thirsty may come to me! Anyone who believes in me may come and drink! For the Scriptures declare, 'Rivers of living water will flow from his heart.'"
~ John 7:37-38, NLT
By his divine power, God has given us everything we need for living a godly life. We have received all of this by coming to know him, the one who called us to himself by means of his marvelous glory and excellence.
~ 2 Peter 1:3, NLT
In peace I will lie down and sleep, for you alone, O Lord, will keep me safe.
~ Psalm 4:8, NLT
And if God cares so wonderfully for wildflowers that are here today and thrown into the fire tomorrow, he will certainly care for you. Why do you have so little faith?
~ Matthew 6:30, NLT
Let your roots grow down into him, and let your lives be built on him. Then your faith will grow strong in the truth you were taught, and you will overflow with thankfulness.
~ Colossians 2:7, NLT