Team Rosters Top Formal Learning Disabilities Words

Scorecard Top 01-19-2007 09:46:58 # 1 Lineup: Disable ADHD LF Dyscalculia 3B OCD SS Dyslexia CF NLD 2B Dysnomia 1B Dysgraphia RF TouretteSyndrome C Autism P Lineup: Words Amanuensis C Factotum CF Diffident SS Platonic 3B Ort 2B Socratic 1B Syllogism RF Puerile LF Metadata P Inn. 1: Disable [Starter] Metadata ADHD 1B . . X PB . X . Dyscalculia 7 . X . OCD 8 . X . Dyslexia 5-3 . X . Inn. 1: Words [Starter] Autism Amanuensis 1B . . X X@2:Amanuensis CS 2-4 . . . Factotum 5-3 . . . Diffident 5-3 . . . Inn. 2: Disable NLD 4-3 . . . Dysnomia 5-3 . . . Dysgraphia 1-3 . . . Inn. 2: Words Platonic 6-3 . . . Ort BB . . X *SB:Ort SB . X . Socratic BB . X X Syllogism BB X X X Puerile 1B . X . 2 X@3:Syllogism 7-5 . X . WP X . . Metadata 7 X . . Inn. 3: Disable TouretteSyndrome 5-3 . . . Autism 4-3 . . . ADHD 6-3 . . . Inn. 3: Words Amanuensis 3 . . . Factotum 1B . . X Diffident 1-3 . X . Platonic 1B . . X 1 Ort 5-4 F . . X Inn. 4: Disable Dyscalculia 7 . . . OCD 8 . . . Dyslexia 1B . . X NLD 1B . X X Dysnomia 1B . X X 1 Dysgraphia E-4 X . X 1 TouretteSyndrome BB X X X Autism 1B . X X 2 ADHD 9 . X X Inn. 4: Words Socratic 1B . . X *SB:Socratic SB . X . Syllogism 1B . X . 1 Puerile 2B . X . 1 Metadata 7 . X . Amanuensis 4-3 X . . Factotum K X . . Inn. 5: Disable Dyscalculia 7 . . . OCD 7 . . . Dyslexia 7 . . . Inn. 5: Words Diffident 5-3 . . . Platonic BB . . X Ort 8 . . X X@2:Platonic CS 2-4 . . . Inn. 6: Disable NLD BB . . X Dysnomia 5-4 F . . X Dysgraphia 6-3 . X . TouretteSyndrome 7 . X . Inn. 6: Words Socratic 2B . X . Syllogism BB . X X Puerile 6-3 X X . Metadata 5-3 X X . Amanuensis K X X . Inn. 7: Disable Autism 7 . . . ADHD 2-3 . . . Dyscalculia 2B . X . OCD E-6 X . X Dyslexia 6-3 . X . Inn. 7: Words Factotum 5-3 . . . Diffident 4-3 . . . Platonic 7 . . . Inn. 8: Disable NLD 7 . . . Dysnomia 6 . . . Dysgraphia 9 . . . Inn. 8: Words Ort 5-3 . . . Socratic BB . . X Syllogism 9 . . X X@2:Socratic CS 2-4 . . . Inn. 9: Disable TouretteSyndrome 7 . . . Autism 1B . . X ADHD 4-6 F . . X *SB:ADHD SB/E-2 X . . Dyscalculia 5-3 X . . Words Win, 5-4   Top

Personal Cosmic Baseball Game Report Formal Learning Disabilities @ Words http://www.cosmicbaseball.com/disablewordsgame.html Published: January 19, 2007 COSMIC BASEBALL ASSOCIATION 3055

Game Notes Puerile, the Word's leftfielder gets the Most Cosmic Player award for having three of the five runs batted in and for hitting the hit that scored the go-ahead run during the bottom of the fourth inning. As a matter of fact most of the important offensive action occurred in the fourth inning when the Formal Learning Disabilities scored all of their four runs off starter and finisher Metadata. Well, only one of those runs was earned. Ort's error on Dysgraphia's soft grounder resulted in three unearned runs. Autism, the Disabilities' pitcher had control problems on the mound but accounted for two runs batted in.

Related Links People with learning disabilities have average to superior intelligence. Many are gifted in math, science, fine arts, journalism, and other creative fields. A list of such people would include Thomas Edison, Albert Einstein, Leonardo da Vinci, Winston Churchill and many others who have changed the course of our world. However, their tremendous strengths are offset by noticeable weaknesses. These difficulties stem, not from a physical problem with the eyes or ears, but rather from the basic neurological functioning of the brain. Every human brain is created with a unique pattern of strengths and weaknesses. We each have certain areas that make sense to us easily as well as areas of difficulty that require outside explanation and extra effort to understand. A learning disability is an area of weakness or inefficiency in brain function that significantly hinders our ability to learn or to function in life. It is a pattern of neurological dysfunction in the brain that causes a person to have difficulty correctly receiving information coming into the brain (perception), correctly processing that information once it is received (cognition/thinking), or satisfactorily responding to the information once it has been processed (written and verbal expression, visual-motor coordination, memory, etc). Students with learning disabilities experience an imbalance in their own ability levels. They are very good at some things, very poor at others and feel the tension between what they can and cannot do. Frustration is a hallmark of a student with learning disabilities. Typically such students will either be failing in one or more academic areas or be expending excessive amounts of energy to succeed. Also, they are also highly inconsistent, able to do a task one day and unable the next.--Independant Learners Inc. Council for Learning Disabilities National Center for Learning Disabilities Learning Disabilities Online [ldonline.org] How are Learning disabilities Diagnosed? Online Etymology Dictionary Words on Word History Dictionary.com Merriam-Webster Online Online Dictionaries List of Dictionaries The Meaning in Words The Free Dictionary I think that computers, television, radio, and all of our modern forms of communication have tremendously powerful and positive potential. I also think, however, they have tremendously powerful and negative potential as well. It depends upon when in life you're exposed to these things, how much time you're exposed to them, and the attenuating or alternative opportunities you have for real human relationships. If you take a young child, and carve 30 percent out of his day and allocate it for non-human interaction, what you're doing is cutting off a certain percentage of time that the child might have for social-emotional development at the cost of developing some unknown capacity for a certain kind of abstraction associated with electronic communications, whether it's through a computer or watching television or whatever. That capability will develop at the cost of social and emotional development. So, television, computer games, and e-mail — all of these new forms of communication, all of these incredible opportunities for stimulating our brains and taking information and efficiently transmitting it, are tremendous opportunities for us. But they need to be used in sensible ways only at the right times in life. The older you are, the more likely it is that these will be aids to communication, as opposed to impediments to the development of communication capabilities. Even in adult life, they need to be used in the right context and never to the exclusion of face-to-face human communication. --Dr. Bruce Perry, Chief of Psychiatry at Texas Children's Hospital in Houston, Texas