Argenyi v. Creighton University

Filing 286

PRETRIAL ORDER - estimated length of trial is 4 days; Jury Trial set for 8/20/2013 at 09:00 AM in Courtroom 2, Roman L. Hruska Federal Courthouse, 111 South 18th Plaza, Omaha, NE before Chief Judge Laurie Smith Camp.Ordered by Magistrate Judge F.A. Gossett. (GJG)

Download PDF
Fl LED US DISTRICT COURT DISTRICT OF NEBRASKA IN THE UNITED STATES DISTRICT COUR r FOR THE DISTRICT OF NEBRASKA JUL 2 5 2013 OFRCE OF THE CLERK MICHAEL S. ARGENYI, Plaintiff( s), vs. CREIGHTON UNIVERSITY, Defendant( s). ) ) ) ) ) ) ) ) ) ) Case No. 8:09cv341 ORDER ON FINAL PRETRIAL CONFERENCE A final pretrial conference was held on the 22nd day of July, 2013. Appearing for the parties as counsel were Mary Vargas and Dianne DeLair for Plaintiff and Scott Parrish Moore and Allison D. Balus for Defendant. (A) Exhibits. See attached Exhibit List. (B) Uncontroverted Facts. The parties have agreed that the following may be accepted as established facts for purposes of this case only: 1. Defendant is a "place of public accommodation" for purposes of the Title III of the Americans with Disabilities Act, 42 U.S.C. ("ADA"). 2. Defendant is a recipient of Federal Financial Assistance for purposes of Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794 ("Section 504"). 3. Plaintiff has a "disability" as defined by the ADA and Section 504. 4. Plaintiff was admitted to Creighton University School of Medicine and has successfully completed his M 1 and M2 years using auxiliary aids and services he provided himself. 5. Plaintiff requested and was granted a leave of absence after he completed his M2 year pending the outcome of this case. 6. Argenyi paid approximately $51,002.50 for auxiliary aids at Creighton University during his first year of medical school. 7. Argenyi paid approximately $59,719.12 for auxiliary aids at Creighton University during his second year of medical sch<;>ol. (C) Controverted and Unresolved Issues. The issues remaining to be determined and unresolved matters for the court's attention are: Joint Statement of Controverted Issues: 1. Whether any of parties' pending Motions in Limine should be granted; 2. Whether Plaintiffs pending Motion for Partial Summary Judgment should be granted or denied; 3. If liability is found against Defendant, whether Defendant acted with "deliberate indifference" in refusing to provide auxiliary aids and services to ensure effective communication. 4. If Defendant is found liable, what damages, if any, should be awarded to Argenyi. 5. If liability is found against Defendant under Title III of the ADA and Section 504, what injunctive relief, if any, should be awarded (to be determined by the Court). Plaintiff's Statement of Controverted Issues: 1. Whether Defendant violated Title III of the ADA and/or Section 504: a. Whether Defendant provided the auxiliary aids and services necessary for effective communication; b. Whether Defendant is entitled to assert and has proved that the provision of the needed auxiliary aids and services amounted to 2 an undue burden when taking into account the overall financial resources of the Defendant. Defendant's Statement of Controverted Issues: 1. Whether Defendant violated Title III of the ADA or Section 504: a. Whether Defendant failed to provide Plaintiff a necessary reasonable modification and/or auxiliary aid or service; b. Whether the modifications and/or auxiliary aids and services requested by Plaintiff that Defendant did not provide were actually necessary to afford Plaintiff access to a medical education; c. Whether making the modifications requested by Plaintiff and/or providing the auxiliary aids and services requested by Plaintiff would fundamentally alter the nature of the medical education offered by Defendant or would result in an undue burden upon Defendant. 2. The parties disagree as to the appropriate legal standard for deliberate indifference. (D) Witnesses. All witnesses, including rebuttal witnesses, expected to be called to testify by plaintiff, except those who may be called for impeachment purposes as defined in NECivR 16.2(c) only, are: See Attached Witness List. All witnesses expected to be called to testify by defendant, except those who may be called for impeachment purposes as defined in NECivR 16.2(c) only, are: See Attached Witness List. It is understood that, except upon a showing of good cause, no witness whose name and address does not appear herein shall be permitted to testify over objection for any purpose except impeachment. A witness whose only testimony is intended to establish foundation for an exhibit for which foundation has not been waived shall not be permitted to testify for any other purpose, over objection, 3 unless such witness has been disclosed pursuant to Federal Rule of Civil Procedure 26(a)(3). A witness appearing on any party's witness list may be called by any other party. (E) Expert Witnesses' Qualifications. Experts to be called by plaintiff and their qualifications are set forth in the attached materials. Plaintiff requests that the Court allow the submission of supplemental expert qualification materials no later than five (5) days before trial. Defendant objects to any supplemental expert qualification materials as the deadline for supplementing expert materials has long past, discovery has closed, and such a late disclosure would be extremely prejudicial to Defendant. (F) Voir Dire. Counsel have reviewed Federal Rule of Civil Procedure 47(a) and NECivR 47.2(a) and suggest the following with regard to the conduct of juror examination: The parties request that the Court allow the submission of voir dire questions no later than five (5) days prior to the first day of trial (i.e. August 16, 2013) and that the Court conduct a preliminary examination of prospective jurors, with counsel for both parties asking follow-up questions. (G) Number of Jurors. Counsel have reviewed Federal Rule of Civil Procedure 48 and NECivR 48.1. Plaintiff suggests that this matter be tried by a jury composed of 6 members. Defendant suggests that this matter be tried to a jury composed of 12 members. (H) Verdict. The Plaintiff will stipulate to a less-than-unanimous verdict. The Defendant will not stipulate to a less-than-unanimous verdict. 4 Briefs, Instructions, and Proposed Findings. Counsel have reviewed NECivR 39.2(a), 51.1(a), and 52.1, and suggest the following schedule for filing trial briefs, proposed jury instructions, and proposed findings of fact, as applicable: (I) Unless otherwise ordered, trial briefs, proposed findings of fact, and proposed jury instructions shall be filed five (5) working days before the first day of trial (i.e. August 13, 2013). Objections to proposed jury instructions shall be filed two (2) working days before the first day of trial (i.e. August 16, 2013). Length of Trial. Plaintiffs Counsel estimates the length of trial will consume not less than 3 day(s), not more than seven (7) day(s), and probably about 4 day(s). (J) Defendant's Counsel estimates the length of trial will consume not less than 3 day(s), not more than four (4) day(s), and probably about 4 day(s). (K) Trial Date. Trial is set for August 20, 2013 in Omaha, Nebraska. (L) Demonstratives. Any demonstrative is to be disclosed to the opposing party by 9:00a.m. on the business day before it is intended to be used. (M) Witnesses. The parties agree to identify witnesses to be called to testify by 9:00a.m. on the business day before they will testify. Witnesses may be removed from but not added to the list by 5:00 p.m. the business day before the witnesses will testify. 5 MICHAEL S. ARGENYI, Plaintiff By: s/ Mary C. Vargas MARY C. VARGAS (MD# 14135) MICHAEL S. STEIN Stein & Vargas, LLP 5100 Buckeystown Pike, Suite 250 Frederick, MD 21704 (240) 793-3185 Mary. Is/Dianne D. DeLair, #21867 Disability Rights Nebraska Federal Trust Building 134 S. 13th Street, Suite 600 Lincoln, NE 68508 Phone: (402) 474-3183 Fax: (402) 474-3274 Email: Attorneys for Plaintiff CREIGHTON UNIVERSITY, Defendant, By: s/Scott P. Moore Scott Parrish Moore (NE # 20752) Allison D. Balus (NE # 23270) of BAIRD HOLM LLP 1500 Woodmen Tower Omaha, NE 68102-2068 Phone: (402) 344-0500 Fax: (402) 344-0588 Attorneys for Defendant 6 F.A. Gossett, III United States Magistrate Judge DOCS/1197272.4 7 IN THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF NEBRASKA MICHAEL S. ARGENYI, Plaintiff( s), vs. CREIGHTON UNIVERSITY, Defendant( s). ) ) ) ) ) ) ) ) ) ) Case No. 8:09cv341 PARTIES' JOINT TRIAL EXHIBIT LIST * Objections Materiality - M Hearsay - H Relevancy- R Foundation- F Au thenf ICHY- A Other- 0 .t Trial Dates: EXHIBIT NO. DESCRIPTION 1 2 3 4 5 Letter from Michael Argenyi to Michael Kavan March 23,2009, and attached Request for Accommodation and attached audiograms dated March 4,2009 Email chain Michael Argenyi and Michael Kavan April1, 7, 8, 2009 Email Michael Argenyi to Michael Kavan April24, 2009 Letter from Michael Kavan to Michael Argenyi May 18,2009 Letter from Michael Argenyi to AS NEEDED OFF X p D X p D X OBJ DATE RCVD NOT RCVD EXHIBIT NO. DESCRIPTION 6 7 8 9 10 11 12 13 14 Michael Kavan M<!Y_ 26, 2009 Letter from Michael Kavan to Michael Argenyi June 23, 2009 Email Michael Argenyi to Michael Kavan July 15, 2009 Class Schedule M1 August 2009 Email Michael Argenyi to Michael Kavan September 1, 2009 Email from Michael Argenyi to Michael Kavan September 15, 2009, and attachment Letter from Esther Argenyi to Michael Kavan Email Michael Argenyi to Michael Kavan September 21, 2009 Email Michael Argenyi to Michael Kavan September 24, 2009 Letter from Richard Okamoto to Amy Bones October 30, 2009 Email Chain Jodi Lange and Rebecca Cory October 30, 2009 15 Email Chain Jodi Lange and Dimitri Azadi October 30, 2009 16 Letter from Dr. Backous and Stacey Watson to Michael Kavan April 10,2009 AS NEEDED p OFF OBJ D X X X X M, H, R,F, A,O X X X X M, H, R,F, A,O X M, H, R,F, A,O X DATE RCVD NOT RCVD EXHIBIT NO. DESCRIPTION 17 18 19 20 21 Letter from Dr. Backous and Stacey Watson to Michael Kavan May 27,2009 Letter from Dr. Backous and Stacey Watson to Michael Kavan September 10, 2009 Letter from Dr. Backous and Stacey Watson to Michael Kavan September 28, 2009 Letter from Dr. Britt Thedinger May 6, 2010 Audiogram, Ear Specialists of Omaha May 6, 2010 and Hearing in Noise Test Results pages 18, 52, 57 May6, 2010 AS NEEDED OFF OBJ X X X X M, R, H, F,O 22 Email Chain Michael Argenyi and Thomas Hansen September 21, 2010 M, H, R,F, A,O 23 Email from Michael Argenyi to Thomas Hansen October 8, 2010 M, H, R, F, A,O 24 Email from Michael Argenyi to Thomas Hansen October 20, 201 0 M, H, R, F, A,O 25 Email from Michael Argenyi to Thomas Hansen December 6, 2010 M, H, R, F, A,O 26 Email from Michael Argenyi to Thomas Hansen April 7, 2011 M, H, R, F, A,O 27 Calendars Maintained by Floyd Knoop M, H, DATE RCVD NOT RCVD EXHIBIT NO. DESCRIPTION AS NEEDED OFF OBJ October 2009 - May 2010 R,F, A,O 28 Resume of Margaret Heaney M, H, R,O 29 M, H, R, A, F, 0 30 Expert Report of Margaret Heaney and attachments including Addendum email, Fee Schedule, CART Reporting, CART in the Classroom, General Guidelines for CART, Lecture #66 with handwritten notations, The Neuropsychology of Court Reporting Federal Funds Accepted by Creighton 31 Creighton University's Endowment M, H, R, F, A,O 32 Answers and Objections to Plaintiffs First Request for Production of Documents Pages 1, 6, and 9 M, H, R, F, 0 33 Letter from Esther Argenyi to Dr. Zetterman with attachment Letter from Esther Argenyi to Michael Kavan September 7, 2009 Email Michael Kavan to Michael Argenyi September 15, 2009 Email Floyd Knoop to Philip Brauer, et al. September 28, 2009 Charts of Auxiliary Aids Provided by 34 35 36 M, H, R, F, A,O X p M, H, R,F, A,O D X X M, DATE RCVD NOT RCVD EXHIBIT NO. DESCRIPTION AS NEEDED 38 Audiogram March 4, 2009 Confidentiality Agreement signed by Ronda Rankin January 13, 2011 OBJ H, R,F, A,O Michael Argenyi for M1 37 OFF X M, H, R,F, A,O M, H, R,F, A,O 39 Confidentiality Agreement signed by Bethany Koubsky January 13, 2011 X 40 Email from Alice Smith to Michael Kavan May6, 2009 Costs Michael Argenyi Paid for Auxiliary Aids and Services at Creighton University X X M, H, R, F, A,O 42 Costs Michael Argenyi Paid for Auxiliary Aids and Services By Semester and Year X M, H, R,F, A,O 43 Vita of Peter Seiler X M, H, R,O 44 Expert Report of Peter Seiler X M, H, R,O 45 Audiogram of Michael Argenyi with facsimile cover sheet to Richard Okamoto Cover Sheet dated July 23, 2004 and Audiogram dated May 18, 2004 Learning Center Notes and Notes of X M, H, R,F, A,O X M, 41 46 DATE RCVD NOT RCVD EXHIBIT NO. DESCRIPTION AS NEEDED OFF OBJ H, R,F, A,O Richard Okamoto May 7, 2004 Invoices and Receipts for Ml Auxiliary Aids Invoices and Receipts for M2 Auxiliary Aids Creighton University Organizational Chart X X M, R,O 50 Creighton University Strategic Plan Overview (Cover and Pages 14-15) X M, R,O 51 Summary Results for Creighton University X M, H, R,F, A,O 52 Prime Award Spending Data Creighton University 2009 Pages 1-16, 1-14, 1-14 (44 pages including 300 Transactions) X M, H, R, F, A,O 53 Prime Award Spending Data Creighton University 2010 Pages 1-16, 1-14, 1-15, 1-15 60 Pages Including 400 Transactions) X M, H, R, F, A,O 54 Prime Award Spending Data Creighton University 2011 Pages 1-15 (100 Transactions) X M, H, R,F, A,O 55 Creighton University Financial Report 2009 X M, R,O 56 Creighton University Financial Report 2010 X M, R,O 57 Creighton University Financial Report 2011 X M, R,O 58 Complaint Filed with Office for Civil Rights by Christopher Moreland X M, H, R,F, 47 48 49 X DATE RCVD NOT RCVD EXHIBIT NO. DESCRIPTION AS NEEDED OFF OBJ A,O 59 Letter of Finding, U.S. Department of Education July 13, 2007 X M, H, R, F, A,O 60 Deafness Among Physicians and Trainees: A National Survey, Academic Medicine, Christopher Moreland, et al., Volume 88, No.2 February 2013 Video "Technology Assures Deaf Students Learn Surgery" http://www wDvgFrbY5w Video Exhibit November 30, 2011 Spreadsheets of Auxiliary Aid Costs Paid by Argenyi for M1 X M, H, R,F, A,O X M, H, R,F, A,O X M, H, R,F, A,O 61 62 63 Spreadsheets of Auxiliary Aid Costs Paid by Argenyi for M2 X M, H, R,F, A,O 64 Spreadsheets of Loans for Auxiliary Aids X M, H, R,F, A,O 65 Letter from Scott Moore to Dianne DeLair February 23, 2010 X M, H, R,F, 0 200 Plaintiffs Application Creighton Medical School *FA RM DATE RCVD NOT RCVD EXHIBIT NO. DESCRIPTION AS NEEDED OFF OBJ HO 201 Technical Standards for Creighton Medical School *FA RM HO 202 Letter dated June 2, 2009, from Amanda Mogg to Kavan *FA RM HO 203 Email dated August 18, 2009, from Kavan to Plaintiff Letter dated August 27, 2009, from Amy Bones to Dianne DeLair 204 *F AR M HO 205 Plaintiffs examination results/Grade Reports *FA RM HO 206 Letter dated September 21, 2009, from A. Bones to D. DeLair *FA RM HO 207 Emails regarding offer to provide interpreter for Plaintiff to participate in memorial service FAR MH 0 208 Applied Clinical Skills IDC 290 209 DVDs ofPlaintiffs participation OSCEs *FA RM HO 210 Emails exchanged among Plaintiff, Kavan, and Creighton staff regarding selecting FM Assistive Listening Device Creighton University School of Medicine Handbook *FA RM HO 211 212 Emails dated July 13,2010, from Scott P. Moore to Mary Vargas with attached M2 Syllabi *FA RM HO *FA RM HO DATE RCVD NOT RCVD EXHIBIT NO. DESCRIPTION 213 214 AS NEEDED Letter dated July 28, 2010, from Dianne DeLair to Scott P. Moore Letter dated August 13, 2010, from Scott P. Moore to Dianne DeLair OFF OBJ DATE RCVD *FA RM HO 215 Emails exchanged between Creighton staff regarding providing closed caption videos FAR MH 0 216 Services for Students with Disabilities FAR MH 0 217 Invoices relating to purchases of FM System and auxiliary aids for Plaintiff FAR MH 0 218 Medical records from the Listen for Life Center X FAR MH 0 219 Pre-Cochlear Implant Documentation X FAR MH 0 DATED this the 19th day of July, 2013. MICHAEL S. ARGENYI, Plaintiff, By: s/Mary C. Vargas MARY C. VARGAS (MD# 14135) MICHAEL S. STEIN Stein & Vargas, LLP 5100 Buckeystown Pike, Suite 250 Frederick, MD 21704 (240) 793-3185 Marv.V Attorneys for Plaintiff NOT RCVD CREIGHTON UNIVERSITY, Defendant, By: s/Scott P. Moore Scott Parrish Moore (#20752) Allison D. Balus (#23270) BAIRD HOLM LLP 1500 Woodmen Tower Omaha, NE 681 02 Phone: (402) 636-8268 Fax: (402) 231-8552 Attorneys for Defendant DOCS/1197282.1 8:09-cv-00341-LSC-FG3 Doc# 263 Filed: 07/02/13 Page 1 of 3- Page ID # 3704 IN THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF NEBRASKA MICHAEL S. ARGENYI, Plaintiff, v. CREIGHTON UNIVERSITY, Defendant. Case No. 8:09-CV-341 ) ) ) ) ) ) ) ) ) PLAINTIFF'S NON-EXPERT WITNESS LIST COMES NOW Plaintiff, MichaelS. Argenyi, and makes the following pre-trial disclosures pursuant to the Court's Amended Order Setting Final Schedule for Progression of Case (Doc #243): Witness List. PLAINTIFF EXPECTS TO PRESENT: MichaelS. Argenyi c/o Plaintiff's counsel Dr. Britt A.Thedinger Omaha, NE 68114 Richard Okamoto Seattle, WA 98122-1090 Margaret Heaney Omaha, NE 68131 Christopher S. Moreland, M.D. New Braunfels, TX 78130 Michael G. Kavan, Ph.D. Omaha, NE 68178 1 8:09-cv-00341-LSC-FG3 Doc# 263 Filed: 07/02/13 Page 2 of 3- Page ID # 3705 Thomas Hansen Omaha, NE 68178 Floyd Knoop, M.D. Omaha, NE 68178 Ronda Rankin, AAS, NIC, QAST IV Omaha, NE PLAINTIFF MAY CALL IF THE NEED ARISES: Douglas D. Backous, M.D. Seattle, WA 98111 Stacey D. Watson Seattle, WA 98111 Brenna Carroll Seattle, WA 98111 Pam Madsen Omaha, NE 68178 Esther E. Argenyi, M.D. Woodinville, WA 98072 Robert Pollard Rochester, NY 14642 Alice Smith (to establish foundation) c/o defense counsel Jodi Lange (to establish foundation) Omaha, NE 68178 Plaintiff, Michael S. Argenyi, BY: /s/ Dianne Delair Disability Rights Nebraska Federal Trust Building 2 8:09-cv-00341-LSC-FG3 Doc# 263 Filed: 07/02/13 Page 3 of 3- Page ID # 3706 134 S. 13th Street, Suite 600 Lincoln, NE 68508 Tel: (402) 474-3183 Fax: (402) 474-3274 Mary C. Vargas, #14135 (District Court) Michael S. Stein, Esq. Stein & Vargas, LLP 5100 Buckeystown Pike, Suite 250 Frederick, MD 21704 Tel: (240) 793-3185 Fax: (888) 778-4620 mary. Marc Charmatz, #09358 (District Court of MD) National Association for the Deaf Law and Advocacy Center Legal Department 8630 Fenton Street, Suite 820 Silver Spring, MD 20910 Tel: (301) 587-7732 Fax: (301) 587-1791 CERTIFICATE OF SERVICE I hereby certify that on July 2, 2013, I electronically filed the foregoing with the Clerk of the Court using the CM/ECF system which sent notification of such filing to the following: Scott P. Moore Chris Hedican Allison Salus /s/ Dianne D. Delair 3 IN THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF NEBRASKA MICHAEL S. ARGENYI, Plaintiff(s), vs. CREIGHTON UNIVERSITY, Defendant( s). ) ) ) ) ) ) ) ) ) ) Case No. 8:09cv341 DEFENDANT'S TRIAL WITNESS LIST Defendant, Creighton University, makes the following disclosures of its witnesses for trial: 1. The name and the address of each individual Defendant expects to present at trial to testify: Michael G. Kavan, Ph.D. Creighton University School of Medicine 2500 California Plaza Omaha, NE 68178 (402) 280-2905 Wade Pearson Creighton University 2500 California Plaza Omaha, NE 68178 (402) 280-2905 Floyd C. Knoop, PhD Creighton University School of Medicine 2500 California Plaza Omaha, NE 68178 (402) 280-2905 Chuck Lenosky Creighton University School of Medicine 2500 California Plaza Omaha, NE 68178 (402) 280-2905 Stacey D. Watson, MS, CAA 1 The Listen for Life Center at Virginia Mason 1100 Ninth Avenue Seattle, WA 98111 (206) 223-8802 Tom Pisarri Creighton University School of Medicine 2500 California Plaza Omaha, NE 68178 (402) 280-2905 Eugene Barone Creighton University School of Medicine 2500 California Plaza Omaha, NE 68178 (402) 280-2905 Thomas Hansen Creighton University School of Medicine 2500 California Plaza Omaha, NE 68178 (402) 280-2905 Dianne DeLair (solely for foundation) Disability Rights Nebraska Federal Trust Building 134 S. 13th Street, Suite 600 Lincoln, NE 68508 (402) 474-3183 Mary Vargas (solely for foundation) Stein & Vargas, LLP 51 00 Buckeystown Pike, Suite 250 Frederick, MD 21704 (240) 793-3185 Plaintiff 1 Defendant sought to withdraw this witness, but Magistrate Judge Gossett ruled that she must be kept on the list. Defendant objects to listing this witness unless the Court allows it to depose her before trial. 2. The name and the address of each additional individual likely to testify for Defendant if the need arises: Kathryn Huggett Creighton University School of Medicine 2500 California Plaza Omaha, NE 68178 (402) 280-2905 Brianna Scott Creighton University School ofMedicine 2500 California Plaza Omaha, NE 68178 (402) 280-2905 Terry Zach Creighton University School of Medicine 2500 California Plaza Omaha, NE 68178 (402) 280-2905 Christy A. Rentmeester Creighton University School of Medicine 2500 California Plaza Omaha, NE 681 78 (402) 280-2905 Jan Madsen Wade Pearson Creighton University 2500 California Plaza Omaha, NE 68178 (402) 280-2905 Theresa Townley Creighton University School of Medicine 2500 California Plaza Omaha, NE 681 78 (402) 280-2905 Margaret Tyska Heaney, RPR 406 South 48th A venue Omaha, Nebraska 68132 (402) 558-9589 Richard Okamoto (To be called by deposition) 2114 S. State Street Seattle, W A 98114 (206) 200-3567 DATED this the 25th day of July, 2013. CREIGHTON UNIVERSITY Defendant, By: s/Scott P. Moore Scott Parrish Moore (#20752) Allison D. Balus (#23270) BAIRD HOLM LLP 1500 Woodmen Tower Omaha, NE 681 02 Phone: (402) 636-8268 Fax: (402) 231-8552 Attorneys for Defendant DOCS/1193825. 7 ,.. 08/03/2010 12:38 froa: MARGARET lYSKA HEANEY, RPR, CSR 406 South 48111 Avenue Omaha, Nebraska 68132 (402) 558-9589 PERSONAL: 1748 P. 012/014 ... Blrthdate- Febrwry 7, 1963 Married - Christopher J. Heaney, &/VJ/86 Chlldnan - Stanislaus Joseph, a1a19 Mqrlan Janae, ap 14 Robert Gaovannl, ap 7 EDUCATION: Metropolitan Community Collese, Omaha, ·Nebraska Deaf CUlture American Sian Lanpqe I -IV Dean's Ust Auplst 2007- December 2009. Loyola University, New Orleans, LA Bachelor's Dearee of MusJc Business Aupst 1981- May 1985. Institute for Lepl Studies, Metairie, LA Associate's Dqrse of Court Reportlns Mav 1988- May 1990. PROFESSIONAL EXPERIENCE: 2010- CART Provider CEASD (Conference of Educational Administrators of Schools for the Deaf) Annual Conference, Council Bluffs, Iowa September 2009- May 2010- CreiJbton University School of Medicine, Omaha, Nebraska. CART Provider for fltst-vear medical student, lncludfns lectures. computer lab, anatomy lab, Grand Rounds. 2007-2008 Thomas & Thomas Court Raporten, Unc:oln, Nebraska. Realtime reporter for patent lftflatlon- BASF vs. Monsanto, et at., six months. Responsible for Realtime report1n1 of confldenJtal live proceedfnp, production of transcript within 2.4 hours; upon judse's request, Immediate production of excerpts for ruling. 2007 CART provider of Annual Deaf Nation Expo, Omaha, Nebraska. 2004-2008 Metropolitan Community College, Omaha, Nebraska. CART provider for various level students, Including lectures, smaU IJ"DUP discussions. Received Time Jun. 3. 2010 12:57PM No. 0158 DS/03/2010 12:39 From: 11748 P.OtS/014 ,.r· r 2004- Present Internal Revenue Service~ State of Florida. Transcription of tape recordlnp made tn undercover operations. 2003-2004 Creighton University, School of Pharmacoloav, Omaha, Nebraska. CART provider for web-based third-year pharmacolasy student. 2002-2003 crelpton University, Omaha, Nebraska • CART Pravfder for on-campus undersraduate student- fall semester. 2002 CreJshton University School of Medlcfne, Omaha, Nebraska. lead reporter of an hflhly confidential conference entitled: Ethics of Study Deslan In Osteoporosis dlnli:al Trials. Produced transcript within one hour of completion of conference. 2002 Thomas a Thomas Court Repo~ Omaha, Nebraska. lead caurt reporter of deposition of Dr. cart camras with avemllht transcription. 2000 • Present lhomas a Thomas Court Reporters & Lepl Certified VIdeo, UC, omaha, Nebraska. Verbatim reporting of depositions, Board of Mental Health Hearlnp, Workers' compensation hearings, Nebraska Child Support Hearlnp,JuvenUa Court Proceedlnp, realtime reportln& CART services. 1997-2000 Riverside Reporting Service, Memphis, Tennessee. Verbatim reportlns of dvll depositions, civil trials, atmlnal trials In metrvpontan Memphis area and the state of Arkansas. May 1997 -July 1997 Precise Reporting Service, P.c., Chicago, Illinois. Verbatim reporting of medical, technical and non-technical depositions. Aprll1997 -July 1997- United states District Court for the Northern District of JIUnofs. Verbatim reporting of Federal proceedings before the Honorable John F. Grady. Assistant to Laura M. Brennan. Offtclal Reporter. · 1995-1996 ·CART Provider for MBA student, Chlcaso, IIHnols. 1992 -1997 Cochran. Pudlo & Kozlawskl, Ltd., Chicago, IUfnols. Realtime reporting and verbatim reporting of medical, technical and nontechnical depositions, EEOC hearlnp, civil trials, realtfme reportlnc. October 1991 -December 1991 Metropolitan Reporting. New Orleans, t.oulsana. Verbatim reporting of medical, technical and non-technical depositions. July 1990 "":"February 1991 Sylvia Pastnno, P.c., New Orleans, louisiana. V~rbatlm reporting of medical, technical and non-technical depositions. Received Time Jun. 3. 2010 12:57PM No. 0158 OB/03/2010 12:38 From: 1746 P.014/014 UCENSES/CERTIFTCAnoNS: Nebraska, Certified Court Reporter· 2008- present · Iowa, Certified Shorthand Reporter- B/8/03 Arkansas Certified Court Reporter- 4/4/98 Tennessee- Notary Publlc-Ujg7 Certificate of Merlt,JC-5/B/03 Certlflcata or Merit, ur- S/7/94 Certificate of Merit, WKT -11/0/93 IUinofs.. Certified Shorthand Reporter-1/92 Offtclal Court Reporter Proficiency Examination, Illinois, 1/U/92 Louisiana Certified Shorthand Repoiter, 1990 National Court Reporters Association, 1990- present AFFIUA110NS: Nebraska Court Reporters Association, 2007 ·present Iowa Court Reporters Assoclatlon, 2003 ·present Illinois Court Raporten Association, 1992 -1997 National Court Reporters Association, 1990- present Xscribe Users Assoclatlon, 199!1 -1996 VOLUNTEER WORK: Hearfn1 Loss Association of America, Nebraska Chapter- CART Provider, 2007- present Dundee Presbyterian Chun:h- CART Provider, 2009- present St. Cecilia's Cilthedral School- Mending Mom, 2007- present St. Cecilia's Cathedral- Parish Pastoral Council, 2009- present ~· Received Time Jun. 3. 2010 12:57PM No. 0158 06/17/2010 14:28 am P. 0021oos CART Repartq Merpret '1\iSU a-ra..ey, RPR My career as a court reporter bepn 'rn 1990 wben latlalned the national certJftcatlon of ftealstentd Profeafonal RePorter throup the National Court Reporters ~Uon; In addftfon to a wrtttan lcnDWIMfp exam, the sldlll teat c:onslstad ofthnesecttons of matertal.....,..ln~frona· · 180 to 22Swords a m1n_uta. It Jswl!b, tlmtp, erperlence and opportunity that lsra.d~aU, ~a · rnltlme wrbt and subsequently a CART (Communfc:atlcm AccassRealllme 1'Dnllatlaft) pnwldar. As my career inqhtmahm l.oulsfllne to m1no1s, Tennessee, Arbnsas, Nebraslra ..-~ow~, iwas prei..btcl with new l1ld dlffanntopportunltles. It was In dUnolsthat I was first atven the~- • CART to a deaf studentworfdns on his MIA. T1la denwul tarCMT services has paWn over the yean u ledvlofoay has evolved and pined aa:eptanceamona educatars, diSabAity semc:es caordlnaton and students With helrtna loss as a usaful method fur partldpatlna fUlly In the classroom. It has bean my experience th8t studenll who do nDt use Amartcan Sf8n u their first lanau11• tand ta ftnd CARr a superior and more comrortabfe · method with Wldch to olstlfn tbe'niiCIIIIry educational material for them to reach their soaiL 1he effecdwness of CARl' dapends peatly on the skiDs of t11e provider, the environment In which CART Is provided and the abiHtv of Ill ...,Uu Involved. tram the administration to the student and the reporter, to be able ta work tapthet. · .. a..,.... So what exactly Is CART? It Is a word-for-word speech-to-text lnterpretlns service far people . with a heallna foss or others who would othcnllse benefit from this a~mod8tlan- for Instance, people for whom En&lsh Is a lanauase. Unlllce c:omputerlied note taldnc or abbft!Vfltlon . . systems, which summarize Information fur the mnsumer, or Sh.\dent nora talcfns services, CARr provfdes a complete traatkm of all spoken words as well as environmental sounds. 1hls enables the students to decide for themselves what lnformatldn fs Important to them and no lonser be llmfted by the • summarization of others. · seeond Section i&.BOI(b)(l) aftha Americans wfth Dlsabmtles Act spec:lftcally recoplzes CART as an asslstfVe tedlnotcJaythat affords effectiVe communication aceass. How does It work? A CART provider uses a steno machine, notebook computer, and rultfme software tD render Instant speech-to-text translation. 1he translation may appear, as In the Instance of Michael Arsanyt, on a computer monitor that Is placed on the desk In front of him In such a way that he can watch the professor, the Power Point or whatever else may be gDirq: on In~· front of the ctusroom and have the translation within his staht. This particular way of settrna up the computer Is very similar to the captions one may see on their personallV. You may ba watchlnc what Is 101a1 on In the scene IJelns played on the screen, but simultaneously In your Bne of srcht you have the Enalfsh translation as well. leceiveJ Tiae Jun. 17. 2010 2:50PM No. 0186 .• . \ 08/17/2010 14:30 · From: urn P. oostoo8 ...("' Several things take place In the environment that adds to the experience of communication. It Is the CART provider's responsibility to convey as many of those .thlnp as possible. For Instance, a statement spoken In a tonsue-ln-cheek maMer WbUid be translated verbatim With the added WOrd of •sar~C' as a parenthetical to convey the speaker's meanJng. There are many benefits to CART. First, It Is flexible. It can be used on a one-on-one basis, In smallsroups or even projected on a larse sc:reen for the benefit of an entire room of people. CART promotes Independent leamlna. No longer Is a student dependent upon ~e notes of another. He/she Is presented with all of the material the other students are and then allowed to choose what they feel Is Important to take down as ncmts jUst the same as every student In the classroom. - In some settlnp students are ~ded the verbatim transcript of the class and then able to · review and htahlfsht what they deem necessary. In the case of Michael Arp~ he Is not provided a transcript of the class anCI relies on the notes that he takes at the time ofthe leeture. There were a few exceptions to this because of scheduling conflicts where I was physically unable io be In dass at the time of the lecture. 1then provkled a tntnscrlpt from the podcast and provided It to hfm at a later date. This. howe\ier, Is not an Ideal situation as there Is peat delay In the conveying of the lnformauon~ and It Is always more difficult to transcribe from a recording rather than a ~lYe event. CART promotes full participation. Because the translation Is In realtime, (with a second or two delay), the student Is able to follow along In a discUssion and tJmely add comments and discussion. With the added cue af environmental components and the mood of the speaker, the student can further respond approprfatetv to the· setting. AD of these things lead Into the sreatest benefit, equal access. The· student Is able to fully understand what Is going on,lndudlngjokes, side comments, reaction of the dusmates and have a broad and rich experience In the dassroom. Tbe effectiveness of CART services depends a great deal on the &kills of the CART provider. The National Court Reporters Association hai been certifying court reporters for mOre than 75 years, ind NCRA has ret:ently dewloped a certification specifically for CART provl~ers. How can one deflne a competent CART provider? The CART provider's manual sets forth various factors to consider In · addition to abUfty to wrfte. First of all, there Is sensitivity. It Js Important In craat:Jns aood public relations that a reporter knows how to effec:tively Interact wfth consumers and participants anl:l have an undemandlnl of the role of sip lancuqe anf,l sign lansuase Interpreters. The CART provider has an wuferstandlr11 of Deaf culture and realizes that CART or ASL may be preferred by Individuals dependlnJ on whether the person Is Deaf, deaf, late-deafened or hard-of-hearing. Training acquired In communication techniques through seminars, disability asencles and sfsn lansuase courses Is Imperative. ··Received Time Jun. 17. 2010 2:50PM No. 0186 5 08/17/2010 14:30 r I liD P.D04/00S .1 The CART proVIder must be able to stay fn the role of fadlltator of communication. Invitations to partldpate In the proceeding outside of the role of CART provider should be politely dedlned. Just as within the legal settln~ confidentiality and dlsaetfon are of utmost Importance at aU times. The CART Pft!VIder should be aware that a casual comment made out of turn could betray the confidences of a student or violate that person's ~tY· keeping up with new technofosv, certlflcatfons, literature, and laws ralatfntr io CART services enhances the provider's abDity to deliver the most up-to-date services possible. · Preparation Is paramount and sometimes one of the most difficult things to achieve. When faced with a new CART asstgnment,.tl:ae reporter must rese;~rch and request all a"'-llable lnfonnitiOn Pertinent to the subJect matter. Obtaining proper nouns, of art, PDWI!r Pornt presentations, and keynote speaker notes for a slven talk sreatJy Increases the ability Of a CART provider to translate with I hlah deiree of accuracy. · terms In the dassroom settfns, a CART provider must make every effort possible to ensure an accurate Job dfctlonary far the termlnolosv to be used In each class. In the situation of the medical school lectures, It was quickly determined that preparation would be necessary on a daUy basis. There are often two to six hours of lecture a day, sometimes within two or three different classes. For Instance, Evidence Based Medicine, Neuroscience lecture, and Neurvscfence lab was not an unusual combination In the sprlncsemester of 2010. The termJnolosv daDv offered somethlns new Including scientific formulas, Greek letters, and the use of super and subscript notations. The medical school stUdents are provided, In most Instances In advance of the lecture, the Power Point presenta~ons. They are then able to review In advance If desired. Since I was denied access to the Power Point presentations In advance, and It was Imperative that preparation be done, I was forwarded the lectures for the week vfa e-mail. I would. then print out the presentations and work from the hard copy on burldlng a job dictionary In advance of the next day's lectures. Once the job dlctlonary Is built, the CART provider Is expected to write "conflict-free." In other words, homonyms and synonyms must ,_. dlstlnsulshed according to conteXt. Knowledae of grarimaar, punctuation, sentence structure, high-frequency colloquialisms and slana Is crucial. The CART ptoVIder must listen to content and be aware of continuity and sense to anticipate and prevent errors In translation. · · Understandfna and knowledge of the software and hardware InVolved Is lmpol'lilnt In order to be able to troubleshoot and solve other technical problems. In order meet student preferences, one must know how to change the appearance of the translation Jn terms of upper/lowercue, colored backgrounds. etc. · · r.o Received Time Jun. 17. 2010 2:50PM No. 0186 I,.. · From: 08/17/2010 14:30 nm P.oo&toos The CART provider should abide by the National Court Reporters Assodatlon Code of Profeufonal Ethics and should follow the General Guidelines for CART Provtdeq. And finally, the CART provider must constantly be aware that the student Is relylns on the competence. of the reporter to aeate the best possible chance of equal access. And just as the primary role of the realtime reporter in the classroom Is to provide communication access, It Is communication between the CART provider, student, Instructor, and coordinator of disability services that will prove crttfcal to the successful provfdlns of this service. ~~~~ r Respectfully Submitted, June 16, 2009 Marpretl'/Ska Heaney, RPR References Andrews, J. {2000). Elfet:tlve Clllssroom Partldpatlon. [Online] Avanable: bttD:Uqut.nqaonllae,qrqltelt/mtmlitls/snrln:ws,shcmt. Arfa, R. (2000). HaVIng the Right calfls. [Online} Available: htfp;Uqut.acrapnllnr:.tJIVIte:rtfmqn/alslarfa.shtmL AUXIliary Aids and Services lor Postsecondaty students With Disabilities (1998). Washington, D.c.: Depertment of EdUCIItlon Ofllce of avtl Rights. [Online} Ava/labla: ht:to;ttwww.e(/.qqWabqut/Q111a:stl15tJqWdqr;stauxa[ds.htmt. .~ Battat; B. (l998). Teaching StUdents Who Ate Hard-of-Hearing. Rochester, N.Y.: Northeast Technlml Assistance Center, R.ocbf!JSI:er Instltul:s of Technology. (Online} Available: ht.trJ;Uwww.oetac.rlt.etlu/qubllcattoaltloshflf!t!test;btoqb.html. Brentano, J., Larson, J., Werllnger, J., Hardeman, G., Gnrves, P., Eisenberg, s., Plleloger-St:hllt:t, K. (2000). RNitlme In the Educatlolllll setting: Implementing New Technology lor Aa:ess and ADA Compliance. Vienna, Va.: National Court Reportl!rs Foundation. The CART Provider's Manual: A report of the NCRA Communication Access Realtime Translation Task Force (200l). VIenna, Va.: National Court Reporters Ass«<atlon. {Online] Available: htfJ:u{lwww.qrrtlnfq.qmlmMuaf-html. Received Time Jun. 17. 2010 2:50PM No. 0186 ~ CART provider should abide by the National Court Reporters Association Code of Professional hia and should follow the General Guidelines for CART Providers. And finally, the CART provide• ~constantly be aware that the student Is relying on the competence of the reporter to create t ,Josslble chance of equal access. And Just as the primary role of the realtime reporter in the •~sroom Is to provide communication access, it Is communication between the CART provider, Jdent, Instructor, and coordinator of disability services that will prove critical to the successful oviding of this service. tspectfully Submitted, ne 16,2010 argaret Tyska Heaney, RPR References Andrews, J. (2000). Effective Classroom Participation. [] Available: http: / /testimonials /andrews.shtml. Arfa, R. (2000). Having the Right Cards. [Online] Available: bttp; // /tgtlmonlals/arta.shtml. Auxiliary Aids and Services for Postsecondary Students With Disabilities {l998). Washington, D.C.: Department of Education Office of Civil Rights. [Online] Available: htto; //www.ed.qoy/aboyt/offlces/list/ocr/docs/auxalds.btml. Battat, B. {1998}. Teaching Students Who Are Hard-of-Hearing. Rochester, N.Y.: Northeast Technical Assistance Center, Rochester Institute of Technology. [Online] Available: Brentano, J., Larson, J., Werlinger, J., Hardeman, G., Graves, P., Eisenberg, s., Pflelnger-Schact, K. (2000). Realtime in the Educational Setting: Implementing New Technologv for Access and ADA Compliance. Vienna, Va.: National Court Reporters Foundation. The CART Provider's Manual: A report of the NCRA Communication Access Realtime Translatinn Ta!l;k Fnr,..,. t?nn1' \11-~--- u ... • 08/17/2010 14:30 · From: 1m P. 008/DDB .~ Commimfcatlon Access Information Cente.: National Colflt Rerpoters Assodat/on. (Online] AvaUable: http:!(www.qut:lnfg.OI]l Gfnsburg, c. (2000). Performing Your Best: With CART. [Online] Available: http:llc;ut.nqagnlln&qrg/Catlmonfalflqlrubwp.sbtml. Hartley, P. (2000). ~Simply Fair. [Online] Available: bt(p:Uqyt.nqaooi/Of!.otglt.asUmqnfals/hacctey.shbiJI. How tD Locate a CART Provider (20DJ). [Online] Available: bttR:UCIJrt.nt:MQnUoe.qr:plmiWJmerllgca&pt;.shCmJ. Nelson, A. (2000). Getting Everything. {Online} Available: trq;p:!lqrt.nqapnUae.qcpJtestlmoalalsfnelsrm.shtpll. . . Stinson, M., Elsenb,erg, s., Hom, c., I.JJI'$01J, J., Lsvttt, H., Stuckless,. R. (1999). Real-71ms Speech-to-TfiJtt Semces: A rePo!t of the Natlon'IJI Taslc Force on Qua/Tt:y of Se(v(c:es In the l'ostsecondaty Education of DtJafand . Hald-of·Heartng Students. RochestBr, N.Y.: Northeast Technical Assistance Center, RocheSter 1Mtltut8 of Technology• ........................ ~­ J Received Time Jun. 17. 2010 2:50PM No. 0186 Q ~ianne DeLair Mydge Thursday, June 17, 2010 3:21 PM rrom: Sent: To: Dianne Delair Addendum to Report Subject: Dear Dianne, As an addendum to my report, I would like to state that I have never provided prior expert testimony and do not have any publications. Respectfully submitted June 16; 2010 Margaret Tyska Heaney, RPR 1 \D MARGARET TYSKA HEANEY, RPR FEE SCHEDULE/INVOICE June 1,2010 $95/hour- testimony $45/hour- preparation ********************************** Preparation - 5/28/10- 5/30/10 3 hours Total Charges $135.00 $135.00 \\ .r CART Reporting OEF!NmON CART reporting Is a version of the captioning process called Communication Access Realtime Translation, also known as live-event captioning. It allows court reporters to provide more personalized services for deaf and hard-of-hearing people. CART providers accompany the cflent as needed- for example, to college dasses- to ·provide an Instant conversion of speech Into text using the stenotype machine linked to a laptop computer. (ncraonline.or& careers In Court Reporting, captioning and CART -An Introduction.) ACcordlns to the National Court Reporters Association, a CART prOvider must possess the knowfedp and procedures apphcable to the spedflc realtime environment. Knowledse of available hardware and $0ftware as well as equipment set up and room layout. · It Is .Important I~ creating good public relations that a reporter knows how to effectively Interact with consumers and partfdpants and have an understanding of the role of sign language and sign language Interpreters. Education of Deaf culture and diversity and sensitivity Issues.&• A CART reporter must abide by the NCRA's Guidelines for Professional PraCtice and the Code of Professional Ethics. Familiarity with the CART Provider's Manual Is Important as well. EDUCATION AND TRAINING A CART provider Is a highly trained professional who possesses the advanced skills required to Impartially, effectively, and accurately perform realtime translation. There are several professional certifications a CART provider might have. The first Is RPR, or Registered Professional Reporter. This Is the basic level of certification required for court reporting and Is the first step In learning the advanced skills necessary to become a CART provider. RPRs have achieved writing ac~racy at 225 wpm. Obtaining the CRR, or Certified Realtime Reporter, designation demonstrates a proficiency In realtime translation. A Certified CART Provider, or CCP, possesses the knowledge, skill, and ability to produce complete, accurate, simultaneous translation and display of live proceedings utilizing computer-aided translation In a fiVe event setting at speeds exceedlnc 180wpm. A CART provider must also be sensitive to the varying needs of consumers and has had training In conveying a speaker's message, complete with environmental cues. The Americans with Disabilities Act specifically recognizes CART as an asslstlve technology which affords "effective communication access. • Communication access more aptly describes a CART provider's role and distinguishes CART from realtime reporting In a tradltlonallftlgatlon setting. \~ Communications Access Information Center - Cart In The Classroom ·,CART -'io ;the -;C'Ja$sroom·: :He-w to :Moke ;i(-e.,~Jiime Copti.oning :work f¢r You How to Locate a CART Provider· What to Expect From a CART Provider Page 1 of 1 What Are the Benefits of CART in the Classroom? CART In the Qamoom Meeting the Communication Needs of QJI!dnm In School Meeting the Communication Needs of Postacondarv Students The following paper, CABT In the Qassroom; How to Make Realtime captioning work for You, presented at the Instructional Technology and Education of the Deaf symposium at the National Technical Institute for the Deaf In June 2001, explains the benefits of CART for students who are deaf, hard-of-hearing, late-deafened, oral deaf, or have cochlear Implants. The paper also discusses how CART providers can work effectively with Instructors and coordinators of services to ensure that students wlth hearing loss receive the best communication access possible. Deaf. HatJI-of-Hear1ng Resources Communication Access In the Courts CART legal Dedsions Researcher Aaron Steinfeld wrote his dissertation on the benefits of captions In the classroom setting. When he presented this Information at a convention of the Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell), he was Inundated with requests on the studies he used as a starting point. He has allowed us to reprint this essay, In which he lists a number or those references, for the use or people who are petitioning for the use of CART In the dassroom. Benefits of CART CART Environments Plg!tal Hearing Ajds CAIC Home C 2002 National Court Reporters Assodalion, All Rights RI!$Cirved NCRFHome NCAA Home .___./ 5/30/2010 \~ General Guidelines for Communication Access Realtime Translation (CART) Providers in a Nonlegal Setting ACommunication Access Realtime Translation (CART) provider In a nonlegal setting performs realtime translation as an aid to communication for people who are deaf or hard-of-hearing. Common sense and professional courtesy should guide the Member In applying the f9llowlng Guidelines. When providing CART In th~ legal setting, follow the guidelines set out In the section above. In providing CART service, a Member should: A. Accept assignments using discretion with regard to skill, setting, and the consumers involved, and accurately represent the provider's qualifications for CART. B. Establish a clear unde~ndlng of: 1. who Is hiring the CART provider; 2. whether an electronic file of the roughly edited text with disclaimer Is to be preserved; 3. If yes, whether all participants have been Informed that an electronic file of the roughly edited teXt with disclaimer will be preserved; and 4. who Is entitled to receive a copy of the electronic file. C. Acquire, when possible, Information or materials In advance to prepare a job dictionary. D. Know the software and hardware system used and be able to do simple troubleshooting. E. Strive to achieve, as nearly verbatim as possible, 100% accuracy at all times. F. Include In the realtime display the Identification, content, and spirit of the speaker# as well as environmental sounds. G. Refrain from counseling, advising, or Interjecting personal opinions except as required to accomplish the task at hand. H. Cooperate with all parties to ensure that effective communication Is taking place. I. In confidential nonlegal settings (i.e., medical discussions, support groups), delete all files Immediately after the assignment unless otherwise requested not to do so. J. Preserve the privacy of a consumer's personal Information. K. Familiarize oneself with the provisions of NCRA's "The CART Provider's Manual," these Guidelines, and any updates thereto. L Keep abreast of current trends, laws, literature, and technological advances relating to CART. 0 2002 National Court Repotters Assaclatlon, All Rights Res8MJCI \~ Fro11: 06/03/2010 12:88 11748 P.DD4/014 .r NCRA COPE OF PROFESSIONAL ETHIC$ The mandatory Code of Professional Ethfcs defines the ethical relationship the public:, the bench, and the bar have a rlsht to expect from a Member.. The Code sets out the. conduct of the Member when deaRng with the user of report1n1 services and acquaints the user, as well as the Member, with suldeltnes established for professional behavior. The Guidelines for Professional Pl'llctfce, on the other hand, are goals which every Member should striVe to attain and maintain. Members are ursed to comply with the Guidelines and must a'dhere to local, state and federal rules and statutes. It should be noted that these pldelfnes do not exhaust the moral and ethical considerations with which the Member · should conform, but provide the framework for the practlce of reportl"'-. Not every situation a Member may encounter can be foreseen, but a Member should always adhere to fundamental ethical prlncfples. By complyfns wJth the Code of Professional Ethics and GuldeRnes for Professional Practice, Members maintain their profession at the hllhest level. A Member Shall: 1. Be fair and Impartial toward each participant' In all aspects of reported proceedfnp, and always offer to provide comparable services to all parties In a proceedlns. 2. Be alert to situations that are conflicts of Interest or that may give the appearance of a conflict of IntereSt. If a conflict ~r a potential conflfct arises, the Member shall disclose that co~ftk:t or potential conflict. 3. Guard aplnst not only the fact but the appearance of Impropriety. 4. Preserve the confidentiality and ensure the security Of Information, oral or written, entrusted to the Member by a.nv of the parties In a proceeding. s. Be truthful and accurate when maklns public statements or when advertblng the Member's qualifications or the services provided. &. Refrain, as an official reporter, from freelance reportfns actMtfes that Interfere with official duties and obllptlons. 7. Determine fees Independently, except when established by statute or court order, entering Into no unlawful agreements with other reporters on the fees to any wer. · 8. Refrain from stvlni, directly or Indirectly, any sift, lncenttve, reward or anythlns of value to attorneys, clients, witnesses, Insurance companies or any other penons or entttles associated with the llt!Catlon, or to the representatives or apnts of any of the fDresofn& except for (1) Items that do not exceed $10D In the asiJ'1!Pte per recipient each year, or, (2) pro bono services as defined by the NCAA Guidelines for Professional Practice or by applicable state and local laws, 111les and resulatlons. 9. Maintain the fntesrltv of the reportlnl profession. 10. Abide by the NCRA Constitution & Bylaws. Received Ti11e Jun. 3. 2010 !2:57PM No. 0158 J/1!11».. ..r CART in the Cl.assroom: How to Make Realtime Captioning Work for You Introduction Communication Access Realtime Translation (CART) Is a word-for-word speech-to-text Interpreting service for people with a hearing loss or who would otherwise benefit from this accommodation. Unlike computerized notetaklng or abbreviation systems, which summarize Information for the consumer, CART provides a complete translation of all spoken words and environmental sounds, empowering consumers to dedde for themselves what Information Is Important to them. Section 36.303(b)(1) of the Americans with Disabilities Act spedflcally recognizes CAR.T as an asslstlve technology that affords effective communication access. A CART provider uses a steno machine, notebQOk computer, and realtime software to render Instant speech-to-text translation on a computer monitor or other display for the benefit of an Individual consumer or larger group In a number of settings: dassrooms; business, government, and educational fUnctions; courtrooms; and religious, dvlc, cultural, recreation, and entertainment events. In addition, a CART proVIder Is sensitive to the varying needs of consumers and has had training In conveying a speaker's message, complete with environmental cues. The demand for CART has grown at a steady pace In recent years In almost all arenas. However, the greatest growth has taken place In the educational setting, from elementary to graduate school, as this technology has gained greater notoriety among educators, disability services coordinators, and students with hearing loss as a useful method for partldpatlng fully In the dassroom. Several key factors play a role In determining the effectiveness of this service: the competence of the CART provider, the environment In which CART Is provided, and the ability of the CART provider, student, Instructor, and coordinator of services to work together. CART Benefits In the 1999 paper •Real-Time Speech-to-Text Services," the authors, members of the National Task Force on Quality of Services In the Postsecondary Education of Deaf and Hard-of-Hearing Students, referenced a 1988 study at the Rochester Institute of Technology of students who are deaf and hard-of-hearing. When survf!yed about CART, the students responded favorably. The authors state that •A majority of the students reported that they understood more from the steno-based text display than from Interpreting" (Stinson et al., 1999, p. 12). _j \ls, The Task Force noted several other advantages to the steno-based CART system: 1) CART provides a verbatim record of the class, capturing every word spoken; 2) a single CART provider can cover a two-hour class with a brief break; and 3) the stano machine Is silent (Stinson et at., 1999, p. 21). Because CART gives students with hearing Joss a complete record of what Is said In the classroom, sev~l other advantages to this communication acx:ess tool become readily apparent: Flexibility. CART can be used In a variety of seWngs, whether one-onone with a single student reading off of the CART provlder*s laptop computer saeen, In a small group with the text appearing on a television monitor, or even In a much larger setting with the CART provider's realtime text projected to a farge screen for everyone In the lecture to read. Independent learning. With the provision of CART, the responsibility for a student's education rests with the student. Rather than relying on notes provided by others, the student will have a verbatim record of the dass or discUSsion from which to darmlne what Is or Is not ·Important based upon the student's understandfng.of the material presented. In addition, students can have the text file fed through a version of litigation-support software as the CART provider realtlmes the dass. l1le student can then use the highlight or annotate features of the software to pick out what he or she wants to retain. Thus, the student has the Choice ot obtaining the verbatim record of the dass or only those portions that he or She deems Important. AS Rachel Arfa (2000), who used CART as an undergraduate at the University of Michigan, explains, •with realtime captioning,. I was able to form my own optnfons of the subject matter and receive the Information firsthand, rather than second, thfrd or fourth hand, since CART takes every sentence that Is belng said.• Full partldpation. Because the provision of CART services Is In real time, the student with hearing loss has the opportunity to participate tn a classroom setting just Uke any other student. Andy Nelson (2000), who used CART at the University of Washington, says, •Realtime captioning allowed me to get everything the professor says In dass, word for word, as well as comments or questions students have during the leCture. This enabled me to actively partfdpate In discussions and lectures, something I had never ever been able to do before. • Joan Andrews (2000), a CART consumer while In college, offers another example: "Realtime professionals also can Include brief descriptions that provide Information about the mood of the person speafclng - exdted, despalrlng, angry, heated, placating; signals that the hearing students access easUy and which often guide them In choosing their responses to the dialogue taking place. These bits of Information play a vital role In effec::tlve dassroom partiCipation. • ,, .r Equal access. "CART aUowed me tot the ftrst time In my entire academic · career to follow classroom discussions, parttcfpate In dassroom discussions, and take my own notes," says carolyn Ginsburg (2000), who used CART while eamlng her MBA from Columbia University. 'What an Incredible experience this was. It was very liberating, made me finally feel equal to my peers In the classroom, gave me equal access to Information, and gave me more confidence to express my opinions and answers.• Paul Hartley (2000), currently a student at Emory University, offers a similar opinion: "Being at the same. level as any other student Is the major and most important benefit of CART. Servl~. I get the same Information, hear the same lectures verbatim, feel more a part of the dass, and hear Interesting anecdotes or a professor's mmy jokes. • The provision or CART services also offers some benefits to the Instructor. For example, verbatim lectures may give the mllege professor an additional tool for preparing tests or ln~ratlng lnfonnatlon Into a research stUdy. Further, "Some Instructors welcome the transcripts as a way of tightening their fectu. . and reviewing their students" questions and comments. If the Instructor chooses, he or she should be at liberty to share them with hearing members of the dass also. The transcripts can be of·value also In tutoring deaf and hard-of-hearing students, enabUng tutors to o~nlze tutoring sessions In dose accord with course COI)tent" (Stinson et al., 1999, p. 7-8). The Competent CART Provider The utility of CART services for the student with hearing loss depends a great deal on the skills of the CART proVIder. The National Court Reporters Association has been certifying court reporters for more than 75 years, and NCRA Is rurrently developing a certification speclftcally for CART providers. UntR this objective measure of the CART provlder"s ability Is In place, how can you define a competent CART provider? NCRA's CART Task Force considers the Registered Professional Reporter (RPR) a requisite for a qualified CART provider. The RPR certifies the entry-level reporter's ability to provide a verbatim record at speeds ranging from 180-225 words per minute with a minimum accuracy of 95 percent ("How to Locate, • 2001). The Task Force also recommends the attainment of the Certified Realtime Reporter designation. The CRR has proven his or her ability to write realtime at variable speeds ranging from 180-200 words per minute with a minimum aca.aracy of 96 percent. The CART Provider's Manual (2001), published by NCRA, ofl'ers some additional factors to consider: · Sensitivity. The CART provider has general knowledge about Deaf culture and understands that the prererred communication mode of a person with hearing loss differs depending on whether the Individual Identifies him or herself 's Deaf, dear, late-dearened, or hard-of-hearing. A CART provider aatulres training In communication techniques through court reporting assodatlon seminars, disability agencies, sign language courses, etc. r-' .J ..1"" ' Staying in role. The CART provider's role Is to fadlltate communication. A CART provider dedlnes any Invitation or suggestion to comment, Interject, advise, respond to Inquiries, or In ariy way become Involved In the proceedings outside the role of CART provider. Confldentfallty. COurtesy and discretion are required of the CART provider at all times. A casual word or action may betray a consumer's confidences or violate a client's privacy. Professional development. The CART provider keeps abreast of current trends, laws, literature, and technological advances relating to the provision of CART service. Preparation. The CART provider must make every effort to ensure an aCOJrate job dictionary for the terminology to be used In each dass. Realtime writing. The CART provider writes conflict free, Includes punctuation, and sustains accuracy for long periods of time. Software/computer knowledge. The CART proVIder must operate a computer-aided transcription program and understand Its realtime translation and display functions. The competent CART provider knows how to troubleshoot and solve hardware, software, and other technical problems. In order to meet consumer prererences, the CART provider must know how to activate upper/lowercase,· colored backgrounds, enlarged text, and other display options. When appropriate, the CART provider must be able to furnish the computer ftle of the session text as requested. Language comprehension. Knowledge of grammar, punctuation, sentence structure, spelling, vocabulary, high-frequency colloquialisms, and slang fs audal. The CART proVider must listen for continuity, sense, and detail of proceedings, antldpatlng and preventing errors in transtatlon. CART Environments CART services can prove effective In almost any educational environment, from grade school to graduate school. In particular, "Today, steno·based systems rank as an effective support service for large numbers of deaf and hard-of-hearing students In mainstream college environments throughout the country• (Stinson et al., 1999, p. S). Why is the steno-based CART system gaining popularity? Much of It goes back to the comments rrom CART consumers regarding Independent learning, full partldpatlon, and equal access. As noted In •Auxiliary Aids and Services for Postsecondary Students With Disabilities, .. published by the Department of Justice's Office of Ovll Rights (1998), schools not only must provide auxiliary aids and services In a timely manner, but they must ensure that students with disabilities can partldpate effectively. And the definition for effectiveness? •No aid or service will be useful unless It is successful In equalizing the opportunity for a partlaJiar student with a disability to partldpate In the education program or activity." Keep In mind, however, that generally CART consumers are IndiVIduals who have developed a hearing loss postllngually, or rather alter the aCI~ulsltion of language. In addition, there Is no set age at which a child can begin to make use of this service: •AJways remember that each Individual case Is unique-- there are no hard-and-fast rules on the age level of a student fOr which realtime translation Is suited" (Brentano et al., 2000, p. 22). · Before Implementing CART In an educational environment, the most Important consideration, of course, Is the student's preference regarding a method fOr communication acress. Other factors are prior experience and satisfaction with realtime speech-to-text translation In the dassroom, the student's ability or wQIIngness to partldpate In discussions and to ask questions, and the level of reading proficiency (Stinson et al., 1999, p. 23). Working Together The success of CART In the classroom setting depends not only on the provlder"s skill level, but also on the abHity of the CART provider to work efl'ectlvely with Instructors and the coonUnator of services to ensure that the student with hearing loss rece~ the best service possible. Following are several considerations that can help to ensure an effective working arrangement to the beneftt of the student with hearing loss: Control of the classroom. The CART provider Is In the classroom with the sole purpose of providing communication access lbr the student who Is hard-of-hearing. To ensure an effective realtime translation, students should speak one at a time. •Noisy• conditions can have an adverse errect on the production of accurate text by the CART provider (Stinson et al., 1999, p 9). The responsibility for controlling the dassroom lies with the Instructor, who must maintain an orderly discussion to allow for partldpatlon by the CART consumer. The Instructor may need to restate a student's comments to ensure understanding. Preparation. "The reporter wiD work with the Instructor for each assigned dass to assure that all the technical terminology for that particular class will be provided In advance so that It can be entered Into the reporter's computer diCtionary" (Brentano et al., 2000, p. 9). This preparation, with the Instructor's assistance, allows for a more accurate translation or the spoken word. 1lle CART provider should receJve copies of all textbooks and other class materials l'rom which to prepare. If possible, this preparation also lndudes a meeting between the CART provider, student, Instructor, and coordinator of services before the start of the school year. At this time all Involved parties can ask questions regarding requirements or mnoems. In addition, "This will allow the reporter an opportunity to view the dassroom's physical setup and to work out with the disability coordinator, Instructor, and student the best seating and sight lines available for all concerned" (Brentano et al., 2000, p. 22). I r Laying out the ground rules. Discuss during the orientation meeting what will be expected or the CART provider. What classes will require CARn How long are the dasses? Will the CART provider be following the student to different dassrooms? Who Is entitled to reeelve a c:opy of the notes? What form will the notes for a class take: paper or disk? When wllf the student receive the notes? Will the CART proVIder have time to edit the notes? WOI the Instructor also receive a copy of the dass notes? How will the CAR.T provider contact the Instructor or disability services coordinator or vfce versa? For example, "If a teacher or professor Is caooeUno dass or Is giving a test for which the reporter's services are not required, sufftdent notice should be given If for nothing other than common courb!sy" (Brentano et at., 2000, p. 25). A poUcy should also be estabUshed for when the student Is unable to attend dass. Think communication. When possible, the Instructor should write aMouooements, assignments, ·proper names, technical vocabulary, formulas, equations, and foreign b!rms on the blackboard (Battat, 1998). In addition, the Instructor should not "talk to the blackboard" and have his or her back turned to the class all the time. And when· using overheads or referencing materfaf.on the blackboard, the Instructor should be spedftc when explaining concepts, ronnulas, or equations. For . example, In a math dass rather than pointing to the blackboard and saying, "You add this and thJs and get that," the Instructor Should say, "You add 5 and 4 and you get ~· • Just as the primary role of the realtime reporter In the dassroom Is to provide communication access, It Is communication between the CART provider, student, Instructor, and coordinator of disability services that will prove aft:lcal to the successful provision of this service. • References Andrews, J. (2000). Effectfve Oassroom Partldpatlon. [OnUne] Available: Rfgh~ cards. [Online] Available: bttp:ljqrt.nqaonDne.omftestlmoolals/arfa.shtm!. Arfa, R. (2000). Having the Auxiliary Aids and Services for Postsecondary Stud_ents With Disabilities (1998). Washington, D.C.: Department of Education Offtce of Cvll Rights. [Online] Available: htt,p:/'OI. Battat, B. (1998). Teaching Students Who Are Hard-of-Hearing. Roc:hester, N.Y.: Northeast Technical Assistance Center, Rochester Institute of Technology. [Online] Available: http:/fwww.netac.rft.edy/gub!Jcatlonltlpsbe&tlteacblngb.html. Brentano,J., Larson, l., Wer11nger, J., Hardeman, G., Graves, P., Eisenberg, 5., Pflelnger-Schact, K. (2000). Realtime In the Educational Setting: Implementing New Technology for Access and ADA Compliance. VIenna, va.: National Court Reporters Foundation. Jhe CART Provider's Manual: A report or the NCAA Communication Access . Realtime Translation Task Force (2001). VIenna, Va.: National Court Reporters Association. [Online] Available: htto: l/ Ginsburg, C. (2000). Performing Your Best With CART. [Online] Available: bttp:Ucart.ncraool!·sbtml. Hartley, P. (2000).lt's Simply Fair. [Online] AvaUabfe: http:llgut.nqaon!lne.orgJtestlmontals/barttey.sbhnl. How to Locate a CART Provider (2001). [Online] Available: htt;p:/ Nelson, A. (2000). Getting Everything. [Online] Available: http: Stinson, M., Bsenberg, S., Hom, c., Larson, J., Levitt, H., Stuckless, R. (1999). Real-llme S~ch-to-Text Services: A report of the National Task Force. on Quality of Services In the Postsecondary Education of Deaf and Hard-of-Hearing Students. Rochester, N.Y.: Northeast Technical Assistance center, Rochester Institute of Technology. Lecture#86 Central Pontine Myelinolysis "-~~ A~~!''l"."f."il:~~';'·~~"''!"''!!''~o-·· ...... • Progressive spastic ......gLliltdRms and lower litt:l» 1 1:\ ~.,~ '':~ cranial nervtR~Is!!!! • Discolored area in central basis pons • Results from too rapid correct.lon of hyponatrem~serum hY.J>O-OSmofiififY ·--- .....__ ....... • I-IOk"~ I Central Pontine Myelinolysis •. Q!.rnl!@!i.n_ated area ln'basis pOiiSWlif, ~~: ~~· preserved axons and · :.·.. · ~ti pontine neurons ... · .: ·-~~!l~ll!lQHJLQil • lnlllal drunkenness, headache, abdominal pain, and visual loss, evolving into delirium and coma • Methanol converted by hepatic alcohol _ c!e_~a~g-~~ in~ fo~lOellyHb"and fo{!l!~c acid resulting In sevenHiiB'tabolic acl~18 - LFB-PAS Stain for M~li_n 1 Lecture#66 • ·iiljUryb;putamen restJIISI• ln extrapYtilflldll movementaiSOrdets DE4$f~vr o Bc.,s / ,_ ~:- ·u r&.) ' ' k'o~s /KoF ( Wernicke-Ko lsakoff Syndrome • Wernicke diseas t (encephalopathy) -Abrupt onset o~Jlllal and lateml !!!~W progressing to external • -~ttt~_o£!~. ..:-Jnmgsland galt ataxia -Global confuSion~staie 2 Lecture#66 .-!""' Wernicke Disease Wernicke- Korsakoff Syndrome • Korsakoff's ~chosls - AnW5Jrade amnesia -Inability to fonn • new memories despite Intact Immediate reeall and remote memory • ~f,hnlai!Qo- falsHing memories by "tiffing In• gaps In memory with Information that sounds plausible but has IIWe basis ln reality Korsakoff's Psychosis • Bilateral neuronal loss and gliosis of ~2if2-~ thalamus ancUnamm.lll~~'Y. res ·- e!J!!gganesi! of Wernicke..· KorsakoffSyndrome • Th!.!!IDiDI..Is cofactor for transke~! and ~4 enzymes=:; ~ifi~ase compl ~ha­ -""fam5§ibfil'fifi Bahydrogenase) ~ Triimealafetreatment with high-dose parenteral thtwne during BBI(y'Wemlcke disease ·PrOcJuces rapid d!llmatic improvement • Neuronal death follows delay In thiamine administration resulting in Korsakofrs psychosis -- 3 lecture#66 Alcoholic Cerebellar Degene tion • !."!.flE~Iand gait ataxia f) vermis and a(fjacent anteriorlOl;e"- • Shrinkage of folia of superior (ros . ··----. ~M!!£t!!XJ!g/!R.'l!nD • Adults - personality disturbance and dementia (use of mercury In felt hat production resulted In descriptive ptu"as8; "maaas a hatterj, cerebellar atalda,lntentlon tremor, and motor neuropathy Fura uaed ro mako~ felt hala wero dipped In mercwy nllrale eo1ut1on aa a preaervadve and to BOlten lhe enlmal halta. Mercury poisoning • Children- acrodynia (Pink disease): sWOleil:'ii<r. cold, moist hands and feel lrritabiQty,lnsomnla, and anorexia • OrganTc mercury can cross placenta causing mental retardation or cerebral palsy . • Epidemics of mercury poisoning from eating treated seed grains. - u.s. wheat seed grain treef8d with m~~ compounds as a~ B have b'Rifplanted, but Instead was sold for miiDng ancs made Into bread (despite being dyed red as a warning and having wamlng labels In English and Spanish (which most people aMid not read In the M\d<De Sill and NlQD :~arty large epidemics In I~ In 1956, 1960. 1971 and .P..aklslis{lln 1961 ,......._ 4 Lecture#66 • Peripheral--and ataxia (mimicking degeneration), oph1hai!DQPioglf, and P!A!:DenJirl retinopalh! • • A9soclatedwlth chrun(e.maiJbso!E.Ifon syndromes kA-bEU /SHAl>l).. kA-aatfs~ VItamin E (Alpha-tocopherol) Deficiency • Demyelination of spinal cord posterior columns • Axonal enlargements containing ~.membranes, abnormal mitochondria, and granular material • Pernicious anemia ·~combined degeneration of spinal cord • Combined systems disease • ~aiVe-r;;wscin pigmentation or neurons.~ and muscle cella ..... _. ___ .._ 5 c?l Lecture#66 VItamin 8 12 Deflci • Loss of poslerfor column sensation ~: vibratory and po&ltion sense) - Poslllw ~test • Spasllclly ~raJ extansor plantar responses ~ rellex8&) and Joss of tendon reflexes -~~: m&nory disturbance, and dementia • Elevated levels of ~~l~~~~ acid in serum or urine • Low serum vitamin B12 levels ....... • Positive SchiUing test • Anemia (megaloblastic anemia), · macrocytblli, tst ~ iiPPersBtJft'iSOted Remt6pHlls Vitamin 8 12 Deficiency .................i~i~O§L~ . · GM2 ............. ..._.,.,-gan • Prototype autosomal recessivqJ!P.iGQ!!:; ~!!!!'I storage disease •• - lnvolvemontof anlarior, poetericf, and lalonll columna, cantered in mld-lhotacie opinal told -Deficiency of lysosomeJ_m,~~IJI.I~Id!';Se activity • Deficiency of hexosaminidase A :- ~~-~h8.Pl~~e -Late-onset Guz-gangllosidosls • Deficiency of hexosaminidase A and B -Sane:!!'~'!" d~f!S.8 lfB..PAS Stain for Myolin 6 ._/I Lecture#66 Pathology of Tay-Sachs Disease Tay-Sachs Disease ... ~~~ ~~-- lniUal brain enlargement followed later by marked cerebral alrophy • Ballooned neurons containing enlarged lysosomes •• YiiiR gnin*tdar and lameUar sRD=e material o ..-.., --- .. Neuronal Ceroid Upofuscinosis o Group of disorders presenting from Infancy to adulthood characterized by: -Autosomal recessive Inheritance -Progressive cognitive deterioration -Seizures - Retinal abnonnalilies (pigmentary retinopathy) ~~~~- .. .o#~.rr-··6· .--.,. .. · •..• • ~rBr~material (ceroid in lysosomes of multiple organs: • )OlitCJrr - Macrophages In spleen, liver, and lymph nodes - Smooth muscle cells of gastrolntesUnal trac~ ~and arteries - S - taT.mcrc:ardlac muscle al ~and tubules - eurons Ofbiiiin ancfmrn-; 7 Lecture#66 ·~brain • Ceroid ll~n neurons .. • Curvilinear bodies • Accumulation of sulfaJJde (galactocerebros'ffi:'su"ate) • ~eijcrencyof enzyme arylsulfatase A which normally cleaves stfiiifi'&Ti sulfai1d8 ..__.. Metachromatic Leukodystrophy . · = •·· J.!IJ. yeat& Pf001'11881ve gait ciaturbance by age 2 r:=Ld byJniiiSljnatablllty, vlaualloaa (optic periphoral ~thy, =e~:e; falal aftor ~-~ galtdiatwbanr:e lind dlmlnlahed PemxmiUICit about age 8 yeant foiiGWIId by apaaliclty, peripheral nauropalfly. visual 1oM, quadriplagla, and death by laiD adola.cenca .~-~- inaidiou8 onaetln lata edolaac:enc:e or early adulthood of .JaMy progrenN. gait lhtutbance. behavioral problema, apullc:lty. and parlphenll neuropathy . . etachromatic Leukodystrophy • cavltab!d while maHer (sparing of U-fibers) • Loss of otrgodendrocytes and Schwann cells and myelin • Granular masses of accumulated sulfaHde In macrophagcs 8 Lecture#66 ~eroxisomal Disorders Adrenoleukodystrophy and Adrenomyeloneuropathy • Spastlq.qapma~ls and sensory loss • Impaired bladder function • Adrenal Insufficiency • Symmetrical dem.;!lnation of cerebral white mattar, most 810 &TUI!'Efpftal regions • low serum,')!' levels • Penpheral neuro athy 9 J\ Lecture#66 10 . ·. Business and justice You always knew that your brain was wor·k_inq llar d Ht :n · l) a scientific discussion of tile brain of a court u;porter eted. The person must receive, comprehend, synthesize, and translate lnformaUon Instantaneously through a network of complicated brain mechanisms. This Is all done seemingly effortJessly. but when examining the skills necessary. the data argues for the great value of coun reporters. This examlnaUon of the brain mechanisms also provides a more exact determination of the skJJis necessary. only capable by the amazing human brain. Th better understand what is involved, following Is a brief descrlpUon or the major brilln functions as now understood, necessary for not only many dally human tasks, but especially for the high-level functioning Involved In court reporting. Court reporters perfonn a function that Ulustrares the extreme complexity of the human brain. The human brain Is truly a miracle that we rake for granted In dally functioning. and, with a court reporter, the level of complexity is obviously extreme. The functions necessary for such a task are muiUfacRoben Tompkins reaived a doctorate in COIJIISeling psychology from the Univerlity of South Dakota in 1973. He holds cliplomate status from the American Board of Professional Neu-opsychology and is a fellow of the American Academy of Professional Neuropsyctrotogy. as welt as an examiner for the ABPN. Though his work as a lic:ensed psyr:hologist has been primarily In neuosciences at a large medical center In Billings. Monl. he is current~ In private practice. specializing in net.ropsychology and psychotherapy with a special interest in posl·llaumatic stress disordet. This lllticle was commissioned by the United States Coun Reporlf!fs Association as a S8fVic:e to its constituents and to the court reporting profession as a whole and is reprinted here with their permission USCRA is on the Web at ()vervit'\\' ()r "I(• nl ~fill The brain Is currently understood as Involving systems rather than only specific areas. The major systems and their general role In cognitive functions are srUJ being investigated; however. the general networks are now accepted as the basis of JOURNAL FORTH£ RUORTINC AND CAJ'TIONING PROFESSIONS 34 I lo«RCH1009 . .rHyperactivity Disorder, for example, we see this process disturbed. Usually because of subde br2ln dysfuncUon, the law of strength Is dlsorganl2ed. Selectlve attention Is usually disturbed with either hypo- or hyperactive activity. Persons with this disorder tend to habitually attend to Irrelevant lnfonnatlon. This system Involves the ascending and descending tracts In the brain. The ascending tracts carry Information to the higher centers and the descending tracts cany Impulses to the lower centers of the brain whlch Involves a number of functions. but one very Important function Is a regulatory lnOuence of the cortex or higher brain on the lower centers as weD as recruiting energy from the lower brain. the functioning brain. Ongoing research Into the finer points deepens our understanding and provides new Insights Into the most complicated organ on the planet We know these areas of function from early cllnlclans and researchers but also from new technology such as PET and SPECT scans, as well as from neuropsychological assessment and research. Cognitive skills Involve "domains· that Include overall globaiJunctlons such as lnteUlgence. Intelligence Is broken down Into two major cognitive domains of verbal and nonverbal. More than educational skills, intelligence Is thought of as Ould thinking ability. In addition, speclftc functions Include memory. executive, speech and language, motor and psychomotor (fine motor dexterity. for example), attention, conceptual/ reasoning. and sensory skills. 1bday we realize that there are specific areas of the brain that are responsible for specJfic skills such as speech. The current rhlnklng Involves not only understanding lhe functions of specific areas of the brain but the major networks. When performing a highly complex skill such as court reporting. we are referencing the executive functions. Tile executive skUls involve the anterior or frontal networks. These skills Include planning. organization, selfstructure, regulation of behavior, and verification for both verbal and nonverbal behavior. The executive skills are dependent on Intact structures of olher functional systems or units In order to function. As we will see, these systems are built upon each olher In a vertical manner. Functional Unit 2 The second functional unit Involves reception, analysis, and storage of Information, both verbal and nonverbal. The primaJy or projectlon zones fadUtate receptlon and analysis at the basic or elementary level. This zone Includes the occipital cortex (the surface and posterior gray matter), the temporal conex necessary for dJScrimlnatlon ofsounds and recall of sounds (the area on the lateral side behind the frontal brain), and the parietal conex, which Is necessary for sensory functions espedally from motor sources (behind the temporal lobe). The occipital conex (surface) Is an area of the brain responsible for vtsual recognltlon and discrlmlnadon of differences In subtle visual Input such as letters or nwnbers. The temporal cortex allows differentiation of and analysis of combinations of sounds, rhythmic recognJUon, spelling. and comprehension of speech and nonverbal cues. Damage to these zones usually results In spelling problems, poor retention of acousUc Information, and decreased conceptual functions, Including the abUlty to understand language and nonverbal cues. From birth, most persons have neurons or nerve cells In this region that are speclftcally sensitive to sound. The secondary frontal region, or the premotor cortex, ls responsible for complex, purposeful. and sklUed movement. Motor skJJJs are smoothed with norma] brain function In this area with the assistance of the cerebellwn. Speech Is dependent on the left frontal region. Certain types of expressive aphasias occur with problems In this area of the brain. Damage to thls area often leads to a defidt In speaking Ouently. This Is thought to be due to an lnablllty to switch from one sound to another flexibly. Secondary zones are associative ln nature. They receive Information from the primary zones and facUltate analysts. storage. and synthests of sensation from various parts of the body. The tertiary zones are the overlapping regions that allow the various regions to communicate rapidly and effectively. They Functional Units of the Brain A.R. Luria, a professor of psychology at the University of Moscow, hypothesized lhree basic functlonal units Involving both verbal and nonverbal skills.' His work was based on extensive research Into the specific and general systems Identified. The brain Is also divided Into right and left hemispheres connected by the corpus callosum, the connecting structures that allow the two hemispheres to communicate. Women appear to have a richer and more developed corpus callosum. Within the second and third functional units, lhere are primary. secondary. and tertiary zones that will be briefly elaborated. Functional Unir I This unit has the sole responsibility for consciousness and alertness, cortical tone, waking. and selectJve attention. which Involves the law of strength. This Is a part of the brain that Is basic for survival. TI1e law ofstrength Is a coqcept first proposed by Pavlov. The principle essentially states tha't strong stimuli evoke a strong response and weak stimuli, a weak response. In AttenUon Deficit JOURNAL FOR TilE REPORTING oi.ND CAI'TIONINC PROFE.SSJONS I MARCH Z009 35 3$ are zones that overlap various sensory modalities and lead to complex mental activity. Simultaneow synthesis or symbolic and elementary Information Involving memory and organJzed patterns are Involved at this level. Functional Unit 3 The third functional unit Involves the anterior or frontal regions of the brain responsible for planning. organization, and verification of both verbal and nonverbal Information received from the other functional units. Th1s is the most recent evolutionary part of the brain ln humans, allowing for more complex behavior. The primary zones Involve the motor strip or centers at the cortical or surface leveL Titls region assists with complex synthesis of impulses Into movement and organization of motor output The secondary front31 zone Involves the premotor cortex that is necessary for complex lntenUonal movement Writing difficulties are noted with damage to this area. The tertiary region or the frontal region is necessary for motor and premotor output Voluntary motor behavIor, Involving motor functions of the extremities or with motor speech, Is dependent on this area of the brain. Intention, regulation, and verification of directed behavior Involving planning are dependent on this area. There are strong assodations with the speech centers with this tenlary region. Importantly. highlevel attention is seen due to Inhibition of excitation of irrelevant Information. Complex organization is subserved by this area of the brain as well. Complex sequencing of Information Is processed In this region as well. The frontal region of the brain Is necessaryforthethlrdfunctlonal unit to exist. It Is critical for any complex mulUfaceted functioning at a high level and certainly Is Involved with court reporting. The ablllry to sequence or automatically synthesize sound and motor skills Is dependent on this zone. New learning Is difficult If there are weaknesses In lhls aru, because the Individual Is not able to verify and automatically make alterations. Court Reporting Processes tor output is necessary for Information already heard, comprehended. and pro- As is apparent. the brain is extremely complex and works together In larger systems or networks. while certain areas of the brain are responsible for specific skllls. For very high-level Information processing such as court reporting. the Individual must have extremely high functions In all of the aforementioned regions. In summary. the sounds have to be processed by the temporal lobe, re- First, the Individual must have the Functional Unit 1 operating well In order to differentiate Irrelevant from relevant Information and be able to differentiate sounds. Second, sound is detected by the temporal lobe on the left and reoilled long enough to be stored and quickly transferred to the association areas for comprehension and meaning of the combinations of sound. This Information Is then sent lo the visual centers of the brain for Integrating sounds and symbols,long ago blended Into units of sounds and visual symbols to make words. In the learning stages In childhood, there Is a visual component involved as well. For example. a child recogn1zes a chair visually. later learns the sounds for the word ·chair; then automatically can speak about a chair without conscious awareness of the visual component, using speech to communicate. We use gestures to augment this visual component Once the lnfonnatlon Is decoded or understood, It Is then sent to the frontal networks for motor output In the case of a court reporter, a very rapid fine mo- cessed. tained long enough to be encoded or stored, then sent to the assoclation areas for understandJng. then sent to the ocdpltallobe for the already learned sound blending Into words, and then sent to the cerebellum. which helps to Integrate and smooth the process. The Information is then sent to the motor area for output and is simultaneously verified by the frontal network for acxu~ Changes are made lnstantaneowty. all the while sequencing with new lnfonnation to be Input and processed. This process Involves complex attention refemd 1o as dlvlded attention and working memory. Divided attention Involves perfonnlng one task whOe holding another competing piece of Information In memory. In th~ ca5e of a court reporter, dealing With already spoken Information and simultaneously processing the immediate Incoming Information Is synthesized automatically. With realtime reporting. the complexity is Increased. The reporter must possess the lmmedlate ability to process not only at the level descrJbed but with an extremely high level of sophlstlcatlon, have superior language skJlls ln a number of subject areas, and automatic sequentlal skills. Interspersed In this complex network is the ab!Uty In language to make subtle differentiations of the complex English language. Court reporting Involves extremely well-developed cognitive flexibility. sequencing. and muiUfaceted processing of language. sensory Integration, and motor skills at a high level of sophlstJcation. WhDe technology makes the deUvery of Information possiple, the most Important feature In the process is the highly functional system represented by all three functioning units Interdependent In the amazing human brain. • 'Luria. A.R. (1973). The l%rkln8 Brain: An Introduction to NturoJlS)'Chology. JOURNAL FOR THE REPORTING ANO CAP110NINC PROFESSIONS I UAJlCH ltx8 36 3b OB/03/2010 12:37 · From: to wonder ff they are with "the larger com• f of'• ave ..~ to and ~ :I mW)ity or nor." And, be added, If the rabbi tells a joke and c:Verybody laughs, the CAllT reporter can write "laughter fn the room." 10 someone who can't hear that or is not aware it Is bappeninl can at least read and know ~hat'• aoing on. "'t ~ not slve the deaf person the equivalent of the hearing per~ auvf sciii'• ~ofsynagogue, but it gives die dial penon a whole lot ofaa:es.s,• saJd J.elgb: .'the service fa provided this year by the hat ~ ctaptlonem, a Montdair business ~ by tQWn n:sldent Rand! Pdedmm, are~~ tof. j ~ n~ ce.rtifiecf. CAXI' provfde:s: She bat b~the IClVicca at a a:duced rate, ~ ~naiiWbctalsotecelvcd a amnt from r:.• nn- Mifi9:Wut ABLE, a consortluin of lay }~en and profe.ulonall repr~g the qi~·IU!edl c:oramwdty. ·. ~ l'eaJi the effort was sponsored by tb~: jev..tsh Deaf and Hearing Impaired oiuocl1, which may still ofi"er support ~~ tbfa year. lU be~ lm- • al. chslalet- de, od, ' ibhJnna Gisbef!l IsamffWriterwith the New J.e-r$ey Jewish News. This artide Is reprinted With pennks/on. IDg -., BEYOND a. a11 C ·o THE M. F 0 R T Z 0 N E I l · Accuracy of J t f " ! I r Sign Interpreting and Realtime to Deaf Students ~ BY MONETIE BENOIT ~ ast month I shared "A Number of Firm In Science Education with Ksiren Salde~; Ph.D.• Karen created 'firsts,' giaduating with a bachelor's In newosc:lence ami acceptance to the Cent~ for Neuroscience it the Unl~ vetSity of Plttaburgh for gmduate work..· Karen was born severely hard of hearIng. She lost a~t aU hearing by 1991 and had a cochlear implant that faUed. Then Karen "bad to Jearn American Sign language to be able to get infoJDU~tfon In school. • Karen Sadler used ASL whi1e i <} t t ~- 1 f I ~ l Jf74B P.002/014 wotldng on her bachelor's and muter'.s Wlth the continuing closure of schoob degree. When &be started her: Ph.D. worlc, {or the Peal in the Un1ted States and the ICaren begantoworlcwlth CAR.Tprovldem. placem.ent o( these Deaf atudenm into Now we share detalb within Karen'a May publfc achoolt, it has become necessary to 2009 adem:e education doctoral. work.· find means to ensure these 1tudents obtain "Accuracy of Sign lntczpreting and Realthe wne amount and the aame quality of 11me Captlonfilg of~ \lldeos for the lnfonnatlon available to their bearing Delivery oflrutructfon to DcafStudenta." peera. . ~ a preface to Karen Sadler'• doctor ·Steno-baaed SCtVlces are becoming of pbiloeophy work. I want to sham that more common in secondary schaols, but the renn "Deaf' (bfg D) Ia a reference · reseueb is needed to determine h"" accu~ for lodivlduala who typk:ally uae sign lanrate the JniOnnation is that these students pge 111 their fiut language. My opinion are receiving, especlally Iince Deaf stu• is this detail will assist court repottezs IUUi denta c:onl:fnue to have problcm.s meetfng students to have a greater undeutanding natlonalabmdards In science aad math. within Iearen's research. rn let her tell you Since Deaf studenta must rely upon about herr~ aupport serW:ea. IUCh 81 lnt:etpteteis and RESEARCH ON ASL AND RI!ALnMI! EFFICACY ·When I started, I woxked on the fntetpretera 6rst. Interpreters were easy 1:0 find. I had a bomb1c dmt: for two yean wtth different people I hkcd to 'traDslate' with m.e. One pers~ did haidly anything with the tape for a ycm; 1DKl a professional interpreter I know alao didn't do much of anytbfng w.lth it for a year. [ ended up tranalatlng the maJority of the int:elptcter capes with asslltaDce tapes to ensure It W8l being done correctly. CAR.T peuolUlel were eadel; except trying m find ~I locatl!d some via WOld of mouth but had to taDc to a couple of groups that do court reporting here. They were an very professionaL In a JJ!ent world, Deaf studenrs mwt rely upon odJ¥1 to get their fnfOrma.•.. t{on in the classroopt, espeda)Jy fn pub~ school classrooms, where teachers will be unfamiUar with Amerlcan Sien language and cannot &pend a1gnlficant time teaching one student with special needs. It has become nec:CAaif to use third~ party communl.catma to convey classroom information. Until recently; sign lanauaie interpreter~ were the wual choice for Deaf students. Wlth the advent o( the computer ~d reporting, more and more Deaf stu· dents In college. as well 81 Deaf professionala, are choosing to use court repoJ1en in the classroom. The drive is on to udlhe court reporters in achoo1s from K through 12. But just court because third-party communlcaton are available In a classroom does not guaran· tee accuracy of delivery, especialJy in c:Ws. steno-based systeml, it was obvious that the first step was to find out exactly how much sdence infOrmation flactuaJly conveyed to the Dealatudentl. In my study. sevum! NASA videotapes were used. Each lnb:Ipretet and captioner weJC tested separately. . . My dla:sertatfan absttact stated: 'Iba purpose o( tLk st~~cfy wu to qaauzita· lively cxuniDe the fmp&ct ol ~ l11ppOit pmvfdaa on the qualitr of idaaca lnfar. matlon ....um1e to Deaf' atudeu~~ In quJar lderu:e ciauroams. ThP:c cllftilzeor ~ t1w were developed br NASA filr Lfeh sdlDOIICI-=e cJummns were ~ for the &llldy, ~ !or dtffseat c:onc:epiJ lind voc:allufu., to Lc aamlned. 'Ibe focaq wu cin the III:CIIIIey ri!DIIIIadou u IDeUIIRd by die numhu of by ICimce words Included In the mWalptl (c:apdom) cr Yldeos (In~. InWPretels wer~ videotaped, 10 that what 'they signed could be documented and transiated. . ;. CART penonnel delivered their ttan· sCript to me. They we:c not allowed to COII'ect their mistakes because I wanted to see qacdy wbai: Deaf studentl would see In the clasqporn. Many Deafrtudenta lag in reading •ldlls and would not read the voluminous notes given to them. So what thev obtained In the classroom, on the screen from a srenobased system, would be the ihformadon they would retain. Three people Involved fn sclence &eored the twucrlptl. 1he number of key. science wotds coneetly delivered by each individual and each group wu counted. There was a slgnlfu:ant difference be· tvieen what" the lnterpretera were able to deliver versw what the captioners deJiv. ered. rooms Involving sclcnce and math. ~.... 1 JOURNAL FOR 'nfli R.EroRTINO AND CAPTlONINO PROFESSIONS 1 APiliL zoto 25 OB/03/2010 12:37 From: CART pmvidets bad an accuracy ~ of 98 percent c:omparcd to the lntapretea' acanacy rate of73 pm:ent and were lDund to be sfgnfficandy more ac:cwate In the delivery of science words as compared •i l. I to slgt\language intapreten Jn thb atudy. The few mistakes made by CAKr pro~· vldera were probably due to the fact that most ~en the software program wed a legal dlctioruuy, and certain science terms were not recognized by those dictionaries. Background infortnatfon provided by all the pardclpanm indfca.:ed that the · amount of tnlnfng recdvcd by court re• porten, u well as the met that the ttalnJng b atandanilz.ed across the nation, made a huge diH'erencc in the .Information that · would be conveyed to Deafawdents. Interpreter~ Cor the Deaf do not re~ celvc the laDle qua]Jty of training, nor are they required to meet the same natfaaal acandatds. It varies &om state to atab: and from ~don program to proaram. ' !i 11 :\ 1: ,. I So, according to thb fnfoanatfon £rom thb atudy, does that mean ccboola ahould rush out and bfre couct reporters instead of afgn language intcrptetera £or Deaf atu~ dcntsl Not necessarily. Deaf students come at~ Eng}Jsh lan~ guage later fn life Ibm bearing atudena. Their vocabulary fs o&eu smaiia; and the readme alcills requfn:d to follow a a~:en~ based systcJD fn the c:lassroom may malce these &y~tems di8icuit for fODle atudents to follow. It has yet to be determined If and how much realtime captioning Improves leaming in Deaf students. One thing that wiD determine how muc:h these systems can be used in sec-ondary dassraoms b the speed with which the student will see the captlonfng on the acreen. Previous reaean:h IW shown that the £utu the mtc of c:apdonlof, the less undcrmndlng thme. b of the mat:edal. IDformadon that Ia moved too qutddy off the ICteCD. not ooly deaeuea compreben. alan, but iiuatmtes Deaf atudents. If atu~ dents can be given some type of control over this rate. it may allow !or more com~ plete understandfn&', Equal ac=u and cpponunlty fn cduca~ tfon for Deaf studenta will DOt be acblcv~ able until they ue able to receive the aame Information u their bearlng pem. Since they depend upon lnfoanatlon given to 1748 P.003/014 them through thhd-party co~~~muukaton, It b vital that that 1nf'otmation is amect. 'Thi! ~ research demonstratc:s that :~u:no~hascd systems could lnaeast: the amount of inttnmatlon that Dellf 1tudents rcc:elve in pubJic class~ rooms, and that would probably lead to better achJcvemcnt In science and math ·· on standardhcd te.stJ. JCR ConUfbutlng Editor, MoneUe Benoit. B.BA. CRI, CPE. may be reached at www. and J(;Jren Salder, Ph.D.. may b11 reached at Her dimttatlon can be aamsed 11t http;.l/etd.llblill)'.pftt.edU/ETDI avallableletd-07212009-20 11441. .• ... The Duet A top-toadfng I"Otlfng ease with an easy acce.u compartment that allows you to sit comfortably fn your chafr white you un~oad and load your equipment. . Same great features you loved· in the Pfrouette, now available fn a sturdy, 2-wheeled version! Visit or caU 800-323-4247 to order. ~· L ZiiiE::' .,....,.., r r,... .. fi---· ~ .26 AP~IL JOIO I JOURNAL FOil 11m P.EI"OitrtNO AND CAl'TIONINO PllOFESSIONS Recerved T1me Jun. 3. 2010 !2:57PM No. 0158 I www.NCIV.callo>e-cq ts:u~-CV-UU-'41-L.;:)\.1 -r-U.l L:IUl,; tt '~'-"' ,-ucu. u11c..~ 1 1 • Q~v , ..,, ,.., , .,.~ .... ,..., " ... "'..,."' VITA Peter J. Seiler EDUCATION College: Attended Lewis College (Romeoville, Ill.) Graduated: June, 1967 Degree: Bachelor of Arts Major: English with minors in Social Studies and Education Activities: Dean's List, Varsity Wrestling, Letterman Club, Dormitory Hall Proctor, College newspaper reporter Attended DePaul University (Chicago, Ill.) Graduated: June, 1970 Degree: Master of Arts Major: DeafEducation Attended Illinois State University (Normal, Ill.) Graduated: October, 1980 Degree: Doctor of Education Emphasis: Edueational Administration with additional studies in Special Education Administration Dissertation: Experiential Factors Affecting Integration of Special Needs Students EXPERIENCE July, 2009 To Current Duties ,u.r·" _ .. Nebraska Commission for the Deaf and Hard of Hearing LincoLn, Nebraska Executive Director Recommends strategic goals and policies to the Board; develops and monitors the budget; carries out the policies and regulations ofNCDHH as formulated by the Board and the Legislature; develops programs and marketing plans to ensure client services are delivered in an effective and efficient manner. Oversees the five strands of services of the Commission: Advocacy, Equipment and Technology for Deaf and Hard of Hearing people, Mental Health Services, Hearing Aids Assistance, and ·. ts:U~·CV·UU;j41·L~v May,2001 ff ~~~-~ ruttu. VI/~~ 11 rctytt o u• 1u- rctytt 1urt ,u..,.. Kansas School for the Deaf Olathe, Kansas Director of Student Life To June,2009 Duties: Responsible for Residential Services Program and Athletic Programs. Responsible for developing school-wide technology plan. Responsible for staffing pattern and hiring, training, and evaluation procedures. Planning, directing, and evaluating staff, curriculum, and programs. Planning, implementing and monitoring division budget. Applying school, state, and federal policies, rules and regulations to current situations. April, 1995 to September, 2000 Duties: Duties: Arkansas School for the Deaf Little Rock. Arkansas Superintendent Responsible for K-12 educational programs, State-wide outreach programs, Deaf/Blind program, residential and after-school programs. vocational/technological educational programs, and special needs/multidisabled student educational and functional training programs.. Responsible for staffing pattern and hiring, training, and evaluation procedures. Planning, directing, and evaluating staff, curriculum, and programs. Planning, implementing and monitoring budget including interacted with the state legislators to secure sufficient funding for the school. Budget includes state appropriations and federal grants. In addition, worked with local restaurants in conjunction with the ASD's annual fund-raiser activit}!. Applied school, state, and federal. policies, ndes and regulations to cmrent situations. Served as the school's spokesperson when interacting with the media, the legislators and the community September, 1989 to March, 1995 .,... uoc Interpreter Certification, Licensure, and Development. Acts as spokesperson for the Commission with the community and the Legislature. I~ ·... ·r-u" Illinois School for the Deaf Jacksonville, Illinois Superintendent Responsible for K-12 educational programs, State-wide outreach programs, Deaf/Blind program, residential and after-school pl'Ograms. vocationaVtechnological educational programs, and special needs/multidisabled student educational and functional training programs. Responsible for slaffing pattern and hiring, training, and evaluation procedures. Planning, directing, and evaluating staff, cuniculum, and programs. Planning, implementing and monitoring budget which includes both state appropriations and federal grants. Applying school, state, and federal policies, rules and regulations to current situations 8:09-CV-00341-Lt;(.; -t-l;:i;:s UOC If 1~l!-4 ··?-' November, 1984 to September, 1989 Duties: August, 1975 to May,1978 Duties: · ••• '"'fllll' U ~~~~ I I r-age ~ Of I 0 • r-c:tyt: IU ft .::U"tO Nebraska School for the Deaf Omaha, Nebraska Administrator II (Campus Administrator) Responsible for K-12 educational programs, athletic and physical education programs, vocationaVtechnological educational programs, and special needs/multi.:disabled student educational and functional training programs. Responsible for staffing pattern and hiring, training, and evaluation procedures. Planning, directing, and evaluating staff, curriculum, and programs. Coordinate and implement IEP, assessment procedures, and due process procedures for enrolled students. Served as case manager for alllBPS at the school. Assist in the planning, implementing and monitoring of departmental budget. Applying ~chool, state, and federal policies, rules and regulations to current situations. Coordinate Summer Parent Workshop and supervised outreach programs. Served as tbe curriculum director. Served as acting administrator for the Nebraska School for the Visually Handicapped, 1988. May,1978 To November, 1984 Duties: r-nea; National Technical Institute for the Deaf At the Rochester Institute of Technology Rochester, NY Chairperson of various departments Served as department chairperson for support services for the College of Liberal Arts. Established and served as the chairperson for Physical Education and Athletic Support Department. Served as the coordinator of staff training for the National Technical Institute of Technology. Responsible for selecting and evaluating staff. Responsible for department budget development and monitoring. Along with regular duties, taught college level courses and served on numerous planning, curriculum, search, and reSearch committees. Received tenure: 1984 Promoted to Associate Professor: 1984 lllinois State University Normal, nlinois Instructor, Department of Special Education Served as an instructor in preparing students to become teachers of the Deaf and the l:Jard of Hearing. Taught professional core courses in Deaf Education. Served as supervisor for practicum and student teaching experiences in public and residential school programs. 8:09-cv-00341-LSC -FG3 Doc# 192-4 September, 1972 to June, 1975 Duties: Duties: Hinsdale High, Soutb, District #86 Darien, Illinois Teacher Indiana School for the Deaf Indianapolis, Indiana · Teacher Taught high school deaf and hard of hearing students in English, Reading, and special topics/ Served as Jr. High football and wrestling coach. Served as Senior Class advisor and Student Council sponsor. September, 1967 to June,1968 t-'age lU OJ lb- t-'age JU JF :i!U4b Taught high school deaf and hard of hearing students primarily English and reading. Al$0 taught career orientation courses. Served as resource teacher for the deaf and hard of hearing students who were placed in regular classrooms. Served as vocational counselor. Served as Jr. IAD/NAD advisor. September, 1969 to August, 1972 Duties: t-llea: U//i!."bll St. Patrick High School Chicago, Illinois Teacher Taught high school English and Literature ADDITIONALE~LOYMENT Able Hands, Kansas City, MO, Instructor for Sign Language Interpreters; gave two presentations to interpreters in KC area for their CBU 1) Vocabulary Development with signs focusing on political vocabulary and governmental signs 2) Classifiers Maplewood Community College, North Kansas City, MO,_Sign Interpreting Program, Instructor, American Sign Language (2008) MacMurray College, Jacksonville, Ill., Adjunct Instructor, American Sign Language University of Nebraska at Omaha, Omaha, Neb., Adjunct Associate Professor in the Department of Counseling, Special Education, and Speech Pathology. Courses taught included: Teaching Content Subjects to Heal'ing hnpaired, Bi-lingual/Bi-modal Language Development and Curriculum, Sign Language. Developed course outline for Sociological Impact of Dellji1ess. - ..... -... ts:U~·CV·UU;jq.l·L~li ·t"l:i;j UOC ff l ~~-'+ r-ueo: U II~~ I I rage I I OT I 0 - rage IU ff Indiana School for the Deaf, community sign language classes for parents and community members. Hinsdale High , South, community sign language classes for parents and community members. Lombard Adult Education, community sign language classes for parents and community members. Chicago City College, Adult Education Division, English for Deaf Adults PROFESSIONAL CERTIFICATES AND LICENSURES Nebraska Intelpl'eter License: Licensed as Deaf Intermediary Interpreter Kansas Teaching Certificate: Deaf Education, Building Administrator, English (7-12), District Administrator Arkansas Teaching Certificate: Deaf Education, Superintendent, Secondary Principal lllinois Teaching Certificate: Secondary English, Deaf and Hard of Hearing, Principal, Administrative, Superintendent, Approval for Special Education Director Nebraska Teaching Certificate: Secondary English, Hearing Impaired, Principal, Special Education Supervisor, Superintendent Council on Education of the Deaf Professional Certificate for Administration Convention of American Instructors of the deaf Class A- Permanent CONSULTATIONS Great Bend School District (KS) -served as a consultant to advise on behavior management for a Deaf child. (2008) Law Firm of Davenport, Evans, Hwwitz, and Smith, LLP (Sioux Falls, SO), specifically Melissa Hinton, re: the maUet· of Tracey L. Etcbey, et al, vs. Dr. Jon C. o~,etal(2008) .r Kansas State Department of Education; member of Committee to develop indicators for American Sign Language as a part of the World Languages (foreign languages allowed to be taught in school for credit) (2008) t!~ 1 O:Ul::I-CV-UU;,41•L\:>v •r\.:3.., UOC ff ~~~'""+ rllt:U. U/11:.£/1 1 ' ' Ul IO- rct.y'=' IU tt ,~ 0 Kansas State Depa11ment of Education; member of committee to develop deaf education guidelines_ for K-12 and special education programs in Kansas (2008) State of Louisiana: Task Force to Review Policies and Standards for the Louisiana School for the Deaf, Louisiana Department of Education (1999-2000) State of Arkansas: Steering and Development Committee: develop and implement policies and procedures for distribution of1DD and other telephone assistive devices; and also develop eligibility determination for the distdbution. (2000) Law Office of Kenneth C. Chessick (Schaumburg, Ill.) re: the matter of Mendoza vs. Pepa, et. al. and Deberry vs. Shennan Hospital, 1990; re: the matter of Bovini vs. Delnot· Community Hospital, et. al., 1992, 1996-1999) Jacksonville (Ill.) School District #117, Referendum Steering Committee (1994) Law Firm of Joel M. Goldstein and Associat~ (Chicago, Dl.}, specifically Sandra Weber, re: the matter of Dosch vs. Children's Memorial Hospital, et al. (1994) Illinois State Board of Education: Teacher Certification Review Committee (deaf education certification requirements) (1992.. 1995) ("" Illinois Interagency Task Force fo1· Hearing Impaired/Behavior Disordered Children (1991-1995) Nebraska Department of Education: Interagency Task Force- served as a consultant in defining and recommending ways that agencies can interact and exchange services, resources, and programs (1988-1989) Nebraska Department of Education: Consolidation Committee- served as consultant in investigating d1e possible merger of the Nebraska School for the Deaf and the Nebraska School for the Visually Handicapped; and the Nebraska School for the Deaf and the Iowa School for the Deaf: chaired the Fiscal Analysis sub-committee and the Cuniculum sub-committee (1985-87) Nebraska Department of Education, Verification Guidelines Committee- served as consultant in developing verification guidelines of handicapping conditions and in particular hearing impainnent for inclusion into the State Rules and Regulations. 1986 Nebraska Department of Education, Special Education Advisory Council, served as technical advisor to the Council on matters related to special education service models and to residential programming, 1985-88. ts:U~·CV-W\:S4l-L\:>\, -t"U~ UOC ff 1~;.::::~ r-m::tu; VII~ I I r-cty~ lv Ul 110- rcty~ IU tt 'V't~ University of Nebraska at Omaha- provided consultation to the Department of Counseling and Special Education in its efforts to acquire CBD endorsement, 1985-86. Rochester Catholic Diocese (NY), Commission on Religion Education of Deaf Children - fJSSisted in developing and evaluating curriculum and textbook evaluation and selection, 1982-83. Genesco School District (NY), - consulted the faculty on integlllting deaf students in their classrooms, assisted teachers in ways of maximizing deat1hearing student interaction and learning, recommended instructional strategies for the deafstudents, 1981. Jamestown School District (NY)- provided consultation to Special Education Director on appropriate testing, curriculum, instruction, and programming for deaf students, 1980. New York State School for the Deaf (Rome, NY), - consulted on teacher in-service training, appropriate counseling program, small scale program evaluation, and student perceptions, 1979. Illinois Office of Education- served as chairperson of the task force on Appropriate Educational Environment for the Hearing Impah-ed, 1977-78. POLICY BOARDS National Fratetnal Society of the Deaf; member of Board ofDirectors, Secretarylfreasurer of the Board of Directors (2004 to 2010) State of Arkansas, Telecommunication Assistance Program, Advisory and Policy Committee, Arkansas Rehabilitation Services (1997 - 2000) Eades Home for Multi-disabled Women and Men (Jacksonville, Ill.), board member and Secretary (1989-1995) Monroe County Association for the Hearing Impaired (Rochester, NY), board member and president (1980 - 1984) New York State Education Department, State Advisory Panel for the Education of Children with Handicapping Conditions, member (1978-1980) PROFESSIONAL AND SOCIAL ACTIVITIES I ~ ,.....,... '· Arkansas Association of the Deaf: Treasurer (1995-98) Arkansas Association of Educational Administrators: Member ts:U~-CV-UU~41-L~Li -r-u~ UOC ff l~:i!-4 r-uea: U//:i!:i!/11 t"age 14 OT 10- t"age IU ff :i!UOU City of Olathe: member, Diversity Council; member, Persons with Disabilities Advocacy Board Conference of Educational Administrators Serving the Deaf: current Gallaudet University Regional Center -Johnson County Community College: Advisory Board: Member (1988- 1997) Illinois Association of the Deaf: Member and Officer (president, vice-president, Secretary) City of Olathe, me1nber of Diversity Committee (2002-2008) Member of Persons with Disabilities Advocacy Board (2007-present) National Association of the Deaf: Member (current) National Fraternal Society of the Deaf: Division #S: President ( 1997 to 2001) University of Nebraska at Omaha: Advisory Council to Department of Special Education and Counseling: Member (1981-1983) AWARDS AND HONORS National Fraternal Society ofthe Deaf: NFSD Scholarship Award (1975) Oallaudet University Alumni Association Scholarship Award- two year grant to pursue doctoral work (1976-78) Monroe County Association for the Hearing Impaired: Certificate of Appreciation (1983) The Health Association of Rochester and Monroe County, Inc.: Award for Outstanding Community Service i11 Meeting Human Needs (1983) Nominated as candidate for the Rochester Institute of Technology Eisenhart Award for Outstanding Teaching (1984) · Received tenure and promotion to Associate Professor from the Rochester Institute of Technology (1984) Nebraska Educators of the Hearing Impaired: Award of Appreciation for Service (1987)\ Boys Town National Institute: Certificate of Appreciation (1987, 1988) Nebraska State Board ofEducation: Resolution in Honor of Service (1989) Lewis University (IIJinois): Disiinguished Alumnus Award (1992) Alvin Eades Homes and Center, Inc.: Recognition Award (1995) 'Illinois Senate: Certificate ofRecognition for services to the Deaf and Hard of Hearing people oflllinois (1995) f"" ....... Nebraska School for the Deaf: Order of the Tiger (1995) ..-f' City of Little Rock (Arkansas): Certificate of Appreciation (1995) Sertoma Club ofNorth Little Rock (Arkansas): Certificate of Appreciation (1996) Arkansas Association of the Deaf: Golden Torch Award (1999); Melitorious Service Award (2001) · - ts:U~-CV-UU~4l-L\:)\.,; -t"~;:J UOC ff I~~-"+ r-uea; U fl~~ I I r-age I 01 I 0 - r-age IU ff t!.U.l/ Peter J. Seiler May29,2010 Knowledge and Experience: My vita contains a comprehensive picture of my knowledge base, training, and experience. However I do want to point out the Nebraska Commission for the Deaf and Hard ofHearing provides sign language interpreter assessment for Nebraska certification and also issues Nebraska licenses for sign language practice in Nebraska. As the Executive Director for the Commission, I am in a unique position to regulate the practice of sign language interpreting for the Deaf and Hard ofHearing people. r-' I also am a licensed interprete1· in the state ofNebraska. Nationally, there is a Certified Deaf Interpreter from the Registry oflntOlpletel's for the Deaf (s~ discussion on RID elsewhere in this report). In Nebraska, Deafpeople who choose not to get a national certification (CDI) but want to be an intetpreter can get a QAST Deaf Interpreter (QDI) license. My license allows me to serve as the QDI inte1preter when a Deafperson preiems a situation where it is best to use a native or near native user to help the Deaf person communicate. In that situation, a heating interpreter may request the assistance of a CDJ/QDI interpreter. This is especially true fot· court or medical situations. CDI or QDI interpreters are also used to assist Deaf:.Blind people in their efforts to communicate with the sighted and hearing world. Of special note is the fhct that, prior to moving to Nebraska, I have served as a Deaf interpreter in other states (Diinois, New Y:ork, Arkansas, and Kansas). Those states did not offer a state certification pt'Ogram for Deaf interpreters. Finally, I am a consumer of sign language interpreting which means I use this service to perform the duties ofmy position. I need to integrate infonnation for any given situations :from a variety ofpeople such as the Governor, state legislators, court personnel, Board ofDirectors members, staff members, clients, and so forth. This obviously means that I must receive information consistently, accurately, and simultaneously. As the manager for the Nebraska Commission for the Deaf and Hard of Hearing, I encounter situations where confidentiality is critical and required. Because of my deafhess, I rely on the use of sign language interpreters to convey and transmit information ftom the other person(s). I also use sign languag~ interpreter when meeting with my personal physician or other mtdical doctors for care and ~ent of my health. Thus, my insights developed and influenced by my position as the executive director and as a consumer coupled with my experiences as an interpreter enable me to comment on the use of sign language interpreting for effective and efficient communication between a person who has a hearing loss and a person who can hear but cannot use sign language. My experiences allow me to offer insights into the profession of si~ language ·~ 1 interpreting and in particular the issues of confidentiality and of third party participation. I can also explain .how a person becomes certified and licensed in Nebraska. Registry of Interpreters for the Deaf (RID): The Registry of Interpreters for the Deaf (RID) is a non-profit national organization in which they operate a national certification program for sign language interpreters. The most important function that the RID provide is to uphold standards, ethics, and professionalism for the sign language interpreter nationwide. The RID developed a Code ofProfessional Conduct (CPC). The Code is actually a set of tenets that apply to their members and interpreters certified by the RID. The Nebraska Commission for the Deaf has adopted the Code of Professional Conduct for tHeir interpreters who receive a state certification and/or are issued a license in Nebraska. If an interpreter is found to have violated one or more of these tenets, that interpreter may have his/her license or certification revoked by either the RID or the Nebraska Commission for the Deaf and Hard of Hearing. The tenets are: 1. Interpreters adhere to standards of confidential communication. 2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation. 3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. 4. Interpreters demonstrate respect for consumers. 5. Interpreters demonstrate respect for colleagues, interns, and students of the profession. 6. Interpreters maintain ethical business practices. 7. Interpreters engage in professional development. The Nebraska Certification and License Procedures: The Nebraska Legislature set up the interpreter certification and licensure in Nebraska through Nebraska Revised Statute 20-150-159. The law established a board called the Interpreter RJwiew Board. This board has the authority, under Title 96, Chapter 1, 010.01, to deny, refuse to renew, limit, revoke, suspend, or take other disciplinary actions against a license when the applicant or licensee if found to have violated any provision of sections 20-150-20-159, or sections 71-4728 to 71-4732 or any rules established by the NCDHH governing unprofessional conduct. ··- The applicant for certification and/or license submits an application. After receiving the application, NCDHH schedules a written test which covers vmious ethical situations to assure the agency that the applicant is able to protect the confidentiality and professionalism of his/her position. After passing the wrlttett test, the applicant then makes ammgem.ent to take the Quality Assurance Screening Test (QAST) which is the 2 8:09-CV-UU;:i41-L::Sl,; -t-l:iJ UOC # Hl~-4 t-Il eo: U ~~~~ ll I"" age ;j OJ l t> - I""age IU ff ~U;j~ state's assessment tool of the person's ability to accurately transmit inf01mation from signed message to English and :fi'Om spoken English to signed message. The QAST is given to the candidate at a location selected by NCDHH but usually in the Omaha office. The candidate is videotaped during the performance test. After the candidate has completed the performance test, the video of that performance is sent to an outside private reviewing agency. The reviewers determine the level ofskill and reports that back to NCDHH. More infonuation can be found on the website: Third Party Concerns: Creighton University School of Medicine has presented a set of technical standards that supposedly assures tliat the medical students are developing skills and knowledge to eventually practice medicine in Nebraska or any other state in the United States. Creigltton University School of Medicine has stated thit the standard #B. Communication is the source of disagreement with Michael Argenyi. It appears to be their contention that the use of an interpreter will mediate Michael's judgments when dealing with patients. Because of this statement (3nl paragraph, page 7), Creighton is refusing to provide interpreting services to Michael. Based on my experiences and knowledge, I disagree with Creighton Univet·sity•s position. The use of the interpreter will not mediate or mitigate any infonnation no1• negatively influence the doctor's judgment. The interpreter is not allowed to offer opinions or observations about the situation between the deaf person and the hearing person. Nor can the interpreter even discuss his/her experience outside of the interpreting situation. The interpreter has to follow the same strict code of confidentiality that a medical doctor has to follow. In short, the interpreter's only role is to facilitate communication between the deaf person and the hearing person. The deaf person then needs to take that infonuation and make his or her judgment on how to use the information. Role of Interpreter: ,.,... . The interpreter's main function is to facilitate communication between the deaf person and the non-signer. While there are technological devices available, these devices do not allow for intenJctive communication. People will find that using a sign language interpreter will provide better intemction and more simultaneous interaction. The interpreter also can identifY who the speaker is or where the noise is located. This will help the deaf person participate better in large and small group discussions. Thus using an interpreter would facilitate communication rapidly and allow for better discussion and exchange of ideas, thoughts and opinions. - 3 o;ut~-cv-uu~ ,.r 1-L\:)v -ru.J UU\i tt 1 ~~-'+ rnt:u. Vll~t:J 11 rctyt: '+ u1 1o • rctyt: ILl tt Communication Access RealTime Translation (CART) Communication Access Realtime Translation (CART) shows everytbing that is said as a "caption" on a screen for Deaf and Hard of Hearing people to read. It is especially useful for classrooms, plenary sessions or keynote sessions at a conference, or churches. The CART pl'ovider has the same training as the court stenographer. The CART provider uses the same devices but hooks it through the computer to an LCD projector. The computer enables the CART provider to store words that may be used in the presentation to better retrieve it d\U'ing the presentation. The CART provider types almost sbnultaneously what is said into the stenotype machine using a form of sllorthand. The computer translates that shorthand into realtime captions. The process can be very quick and have a short lag time. "Lag time" means the time it takes the CART provider to hear and understand what is being said and transmits that into the stenotype machine. The CART option has the advantage in that the Deaf or hard of hearing person can read what is being said and can pick up vocabulmy from the CART captions. I think it is especially advantageous to a person attending a class where there is a lot of technical material. Cued Speech: The National Cued Speech Association has stated that cued speech was developed to aid the acquisition of literacy skills in deaf students. Cued speec4 is not a language but instead shows visually the phonemes (consonants and vowels) of spoken language. In other words, it is more of a communication tool. It does rely on the person receiving and the person communicating to Jmow how to combine the phonemes to make a word. Cued speech proponents feel that deaf and hard of hearing people can learn to break down a word similar to the way hearing clilldren learn English. American Sign Language: American Sign Language is a visual language that is now recognized in many states as a world language. That means it can be taught in the schools as course elective or requirement for graduation. To adequately explain American Sign Language (ASL) would require pages and take considerable time. Suffice it to say that ASL conveys the same concepts as other spoken language such as English and Spanish. ASL is not a primitive language. It is not English anymore than Spanish is English. A sign may represent a one-word concept such as "house" or it may represent a phmse such as "what's up?". Research studies have shown that deaf children who start with ASL tend to do far better academically. ASL has its own semantics, syntax, and grammar. As with any other language, ASL grows and changes. Being a natural language, ASL has ·-..·· 4 ~V'+V 8:09-cv-00341-L~(.; -t-l:i;:J uoc H Hl~-4 ruea: u 1u . .-~111 I"' age ::> or 10 - t"age 1u fF ~~ 1 many of the same components 88 the English language: phonology, morphology, semantics, and syntax. It is a visual language in that the infonnation is expressed not with sounds but with hand shapes, physical location in relation to the body and facial expressions. It is deemed an advanced language in that it can express abstract thoughts. M~nually Coded English: Michael Argenyi indicated that he is not fluent in American Sign Language. Therefore he requested a different kind of interpreter. He specially asked for a Cued Speech interpreter. Those individuals are hard to find 88 Cued Speech is not often considered for interpreting. Instead, I suspect that Michael would benefit .from using an interpreter who can use a form ofManually Coded English. The most common fonns are Signed English and Conceptually Accurate Signed English {CASE). Most interpreters can do CASE. Signed English systems tty to match the word used with a variety of signs. Advocates feel that deaf and hard of hearing children can learn English the same way 88 hearing children. The arguments are similar to those presented by Cued Speech supporters. Using Signed English requires the person to add to the root signs the endings such as the word "really,. The word "really', in Signed English would be signed using the root sign for "real, and then spelling LY immediately after that. Conceptually Accurate Signed English means that the person is using ASL vocabulary in English syntax. Basically, the interpreter is making sure the concept used in English is expressed still in ASL by selecting the sign that approximates that concept but making sure that the English sentence structure is used. Michael would benefit from using CASE because he can use CASE as a support cue system when he lipreads the speaker. He also can rely on the interpreter for.those speakers who are seated behind him which prohibits him from lipreading them. This is especially true in a small4iscussion group where the discussion tend to be rapid fire and not contingent on a moderator to identify turn taking. -~ s ---L!!L.!!.._ A 4 8:m:l-cV-UU::J4l·lt:il,; -t-l:i~ UOC H H::f~-4 ruea: U/U.~ II t"age 0 OT 10- t"age Peter J. Seiler Legal Consulting Fee Schedule l. Reading materials and preparing written opinions $150.00 an hour 2. Phone and in person meetings $175.00 an hour 3. Depositions and Court Appearances $200.00 an hour 4. Mileage: .SO per mile s. Motels are arranged and paid by the hiring agent. 6. Meals will be receipted. 7. Expenses incurred will be receipted where possible . 8. Sign language interpreters will be receipted or arranged by the hiring agent ~- IU ~ ;.!U"f-;.! t>,UU4 CURRICULUM VITAE N~me: Britt Ashley Thedinger, M.D. Business Address: EAR Specialists of Omaha 9202 West Dodge Road, Suite 200 Omaha, Nebraska 68114 (402) 933~3277 415 E 23rd St. FremontJ NE 68025 9968 Spting Street Omaha, Nebraska 68124 Home Address: (402) 393-6238 Date ofBitth: Place of Birth: Citizonshlp: Sex: Marital Status: Spouse's Name: July4t 1957 Kansas City. Missouri U.S.A. Mate Married Children: Kelly Britt Ashley Jr., Ainsley Elizabeth, and William Barrett Social Security Number: 510-58..4508 Bishop LeBlond High School St. Joseph, Missoul'i Vanderbilt University Nashville, Tennessee 1979B.A. 1984 M.D. University of Kansas Medical School J.!gstdo&,t~l Iodrung: 19 4-1985 Kansas City, KS Intern in General Surgery - Saint Luke's Ho$pital • Kansas City, Missouri Resident in Otolaryngology-Head & Neck Surgery Massachusetts Eye and Eat Infirmary .. Harvard University, Boston, Massachusetts 7 Fellow in Otology/Neurotology - The Otology Otoup, P.C., Nashville, Tennessee 1989-1990 Nebraska Iowa lJ.G.ensure; Board Certitjcatlon: . . J \ 18188 32299 (inactive) Ame1ican Board of Otolaryngology, 1989 Diplomat, National Board of Medical Examiner~ 20\0 \:24PMNo.O\B5 402 933 2216 P.006 Honors agd Al!a!d~ Listed m "Best Doctors in America" Woodward/White, Aiken S.C. Graduated cum laude from Vanderbilt University Ciba Geigy Award) 1984 Alpha Omega Alpha, 1984 Delegate Young Physicians Section- American Medical Association 1996~1998 ,-e}'~hing Background_;, 1993- Volunteer Faculty- Clarkson Family Medicine 1985-1989 Clinical Fellow in Otolaryngology, responsible for teaching Harvard medical students Program frQ.fefslonaJ __Qrga~;lizaU,on MembersJlips; American Medical Association American Academy of Otolaryngology-Head and Neck Surgery Fellow American College of Surgeons American Tinnitus Association American Neurotology Society Otosclerosis Study Group Metropolitan Omaha Medical Society Nebraska Medical Association Nebraska Academy of Otolaryngology William F. House Society The Ear Foundation Alumni Association Prosper Meniere Society Howital, Appqlnt!Jl.ont§: Previous: Baptist Hospital- Nashville, Tennessee Meharry Medical Center- Nashville, Tennessee St. Joseph Hospital- Omaha} Nebraska Bryan Memorial HospitaJ -Lincoln Nebraska Immanuel Hospital- Omaha, Nebraska Boys Town National Research Hospital- Omaha, Nebraska Current: Bergan Mercy Hospital .. Omaha, Nebraska Bishop Clarkson Hospitaltfhe Nebraska Medical Center - Omaha, Neb1·aska Children's Hospital .. Omaha, Nebraska Methodist Hospital - Omaha, Nebraska Memodal Hospital .. Fremont, Nebraska Received lime Jun. 16. 2010 l:24PM No. 018? 2 );',UUb .1'.11\rt or .l!lv 11\L 1 i:i 1 i::i Vl' Vl'll\tl/\ Committe£S- PosttiQUif {Past & Present) x Board ofD1-eotors- NB Mealcal Association Vice Speaker House of Delegates- NB Medical Association. 2004 ~ Board ofDJrectors- Metro 011\aha Medical Society President- Metro Omaha Medical Soclety 2003 President Elect~ Metro Omaha Medical Society 2002 Nebtaska Delegate to the Yow1g Physicians Section - AMA 1996-1998 Medical Executive Conunittee- Chlldren•s Hospital 2003~2006 Metropolitan Omaha Medical Society Oelegate ·Nebraska Medical Association 1993~ Present Commission on Society Affairs Chainnan- Metropolitan Omaha Medical Society and Nebraska Medical Society 1996-2002 Credentials, QI, Peer Review Commlttee- Paramount Group- PPA 2001 Alternate Delegate- AMA 2001 Hope Medical OutJ:each Executive Board 2003w2004 Executive Committee - Metro Omaha Medical Society Nebraska Medical Association ~ Legislative Committee Nebraska Medical Association • Socie~ Affairs Committee Caucus Chairman ·Metro Omaha Medtcal Society to the NMA 2000 • 2002 Chairman Surgical Services - Children's Hospital 1997 - 1999 Universal Newham Hearing Screening Committees at Methodist Hospital and Nebraska Health System State of Nebraska Dept of Health & Human Services~ Committee on Development & Implementation ofUniversal Newborn Hearing Screening Program Civic fnvolvement Board of Directors -Omaha Chamber of Commerce Board of Directors- Omaha Safety Council2004 Board of Directors - Catholic Charities - Omaha NE 2004Archbtshop's Committee for Development Benefactor - Conception Abbey Cathedral Renovation Lector - Christ the King Church . Chairman - Christ the Ktng Educational Trust Ditmer 2000 Aksarben Buyers Club- Aksarhen 4-H Show Float committee Aksarben Ball Omaha Hearing School Board -Past President West Omaha Rotary -Past Secretary EqueStrian Order- Knights of the Holy Sepulcher 010 1:24PM No. 0185 Received Time Jun. '6 · 2 3 4 Sclent!fis £res~n.t!Jtions; American Academy of Otolaryngology-Head and Neck Surgery Annual Meeting. Chicago, IL. Hmmartomas - Developmental Tumors of the Head and Neck". 11 Trlological Society (Eastern Section), Toronto, Canada, January, 1989 "Radiographic Diagnosis, Surgloal Treatment, and Long Term Follow-up of Cholesterol Granulomas ofthe Petrous Apex". Temporal .Bone Dissection Course, The EAR Foundation, Nashville~ TN, October, 1989 "Tympanic Membrane Grafting Techniques11 • Chronic Ear Surgical Dissection Course, The EAR Foundation, Nashville, TN. December, 1989 11 Compllcations of Otitis Media". Chronic Ear Surgical Dissection Course, The EAR Foundation, Nashville, TN, Februazy, 1990 "Intact Canal Wall Tympanoplasty". Tem~oral Bone Dissection Course, The EAR Foundation, Nashville, TN, March, 1990 "Oss1cular Reconstruction". Temporal Bone Dissection MJnl Course, The EAR Foundation, Nashville~ TN. April, 1990 "Controversies in Otology". · American Neurotology Society, Palm Beach, FL, April, 1990 11 An Analysis ofthe Reno labyrinthine Versus the Retrosigmoid Vestibular Nerve Section''. Triological Society (Middle Section Meeting), Milwaukee) WI, January, 199l .. Postoperative Radiographic Evaluation After Acoustic Neutoma and Glomus Jugulare Tumor Removal 11 • North American Skull Base Society Meeting, Orlando, FL, February, l99l"Neurotological Skull Base Surgery for Lateral Skull Base Tumots With Intracranial Extension". American Otologic Societyy Waikoloa, Hawaii. May, l991 11Transcochlear Transtentorial Approach for Removal of Large CerebellopontJne Angle Meningiomas". American Academy of Otolaryngology-Head and Neck Surgery Annual Meeting, Kansas City, MO. September, 1991. Instructional course "Laser Applications in Otology-Neuroto1ogy11 • American Academy of Otolaryngology-Head and Neck Surgery Annual Meetin~, Kansas City. MO, September, 1991. John Conley Lecture - "What I Would Do Differently If I Were Going Into Practice Today": Tempotal Bone Dissection Course, The EAR Foundation. Nashville, TN, October, 1991 "Evaluation and Treatment of Facial Paralysis- Controversies in Otology.'' Triological Society (Middle Section Meeting}, Cleveland, OH. January, 1992 11Treatment of an Acoustic Neuroma in an Only Hearing Ear: Case Report and Consideration for the Future. Temporal Bone Dissection Course, Midwest Ear Institute, 11 Chronic Ear Swgery", Kansas City, MO, May, 1992. Amel'ican Academy of Otolaryngology-Head and Neck Surgery Annual Meeting, Washington, DC, September, 1992. Instructional eourse "Laser Applications in Otology~Neurotology''. , d T' J \6 2010 1:24PM No. 0185 }!;I\ I:{ :::;pr.;t; 11\L 1::>T::i Ul'' UMI\H/\ American Academy of Otolaryngology-Head and Neck Surgery Atmual Meeting. Minneapolis MN, October 4·6, 1993. Instructional course "Laser Applications in Otology-Neutotology". ' 5 Intet:science Conference on Antimicwbial Agents and Chemotherapy ~ Poster presentation. "Middle Ear Fluid Concentrations of Cefixlme in Acute Otitis.'' Orlando, Florida., October 4~7 1994. ' Nebraska Academy of Family Physician Annual Meeting- ''The Evaluation and Treatment of Newbom Hearing Loss.n Omaha, ~E March 31,2005 Amel'ican Neurotology Society- ''Hands~On Hearing Aids: Wbat the Otolaryngologist Needs to Know., Los Angelos, CA, September 24, 2005 ~ientiflc Pq,bliCJ\,tiO!!§l Thedinge1· BA, Nadol JB, Montgomery WW, Thedinger BS. Greenburg :JJ: "Radiographic Diagnosis, Surgical Treatment, and Long Term Follow-up of Choleste1·ol Granuloma ofthe Petrous Apex", Lanngoseopo, 22:896-907, 1989. Rauch SD, Merchant SN, Thedinger BA: "Meniere's Syndrome and Endolymphatic Hydrops: A Double Blind Temporal Bone Study", Ann O,tol Jlhinol~arvm:;Q!, 2.6,(10), 873-883, 1989. Jackson CG, Cueva RA, Thedlnger BA, ME: "Conservation Surgery for Glomus Jugulare Tumors: The Value of Early Diagnosis", Lanu_goscone. JJ!!l(10):1031-1036, 1990. Glasscock ME, ThedJnger BA, Cueva RA, Jackson CG: "An Analysis of the Retrolabyrinthine Versus the Retrosigmoid Vestibular Nerve Section'' Otolaa;n. Head & Nee{< Surg, 104(1): 8895, 1991. Jackson CG, Cueva RA, Thedinger BA, Glasscock ME; 11Cranial Nerve Preservation in Lesions ofthe Jugular Foramen". Otolanngolo&V-Uet)d li Neels §urgm, ~(5), 687-93, 1991. Thedinijer BA, Glasscock ME, Cueva RA & Jackson CG: 11Postoperative Radiographic Evaluation After Acoustlc Neuroma and Glomus Jugulare Tumor Removal" J.,atyogoscQp§, !!!(3): 261-266, 1992. Thedinger BA, Glasscock ME, Cueva RA: "Transcochlear Transtentorial Approach for Removal ofLarge Cerebellopontine Angle Meningiomas": Accepted tbr publication, Apterican.Jvnmal pf Ote.Jogy, 1991. Bhatt S, Halpin C, Wen Hsu, Thedinger BA, Levine RA) Tuomanen E, Nadol JB: "Hearing Loss on Pneumoncoccal Meningitis: An Animal Model", Laau,gos~one, ,U1(12), 1285~1292) 1991. Thedlnger BA, Cheney, ML, Montgomery WW, Goodman M: ''Leiomyosarcoma of the Trachea", Anll,O.tW, R!dnol LD!"YAA!t: JOQ: 337-340t 1991. Cueva, RA, Thedinger, BA, Harrist JP. Glasscock, ME: "Electrical Promontory Stimulation in Patients With Intact Cochlear Nerve and Anacusis Following Acoustic Neuroma Surgery", Accepted for publication, The f=aryn_goscone. 1992. Thedinger, BA, Cueva, RA, Glasscock, ME: ''Treatment of an Acoustic Neuroma Jn an Only Hearing Ear -Case Report and Consideration for the Future. ~aang,oscope, 103 (9): 1992 Thedinger, BS, Thedin er, BA: ''Analysis ofP~tients with Persistent Dizziness After Vestibular Nerve Section11 , E ose & Throat Journal, April, 1998 Received 1ime Jun. 16. 2010 1:24PM No. 0185 t'.UU::J Davis, Thomas C, Thedinger, B. A.~ Greene, G. M.: "Osteomas of the Internal Auditory Canal: A Repott of Two Cases accepted for publication Th.e Am@l'lcaQ Journal ofOtQIOif, 21 (6): 852-856~ 2000, .. 6 I £oit!lti!k Publlca!fons - T,ex:Jbooks: Glasscock ME, Cueva RA, Thedinger BA: Th~ Vet:t129 &:pdho.Pk, Raven Press, NewYotk, 1990. rost Goduate COUl'S'<§ ~ttended: Iowa Head and Neck Dissection Course, University oflowa. Iowa City, IA, June1 1987. American Academy of Otolaryngology-Head and Neck Surgery Armual Meeting, Chicago, IL, September, 1987. Second Intemational S}mposimn on the Pathogenesis, Diagnosis, and Treatment of Meniere's Disease. Harvard University, l3oston, MA, June, 1988. Temporal Bone Dissection Course~ The House Bar Institute, Los Angeles. C~ October, 1988. Tdological Society (l!astern Section), Toronto, Canada, January, 1989. Amplified Heat·ingDevlces Update, 111e EAR Foundation, Nashville. TN, November, 1989. Second International Conference on Cochlear Implants in Children, Indiana University, Indianapolis, IN, January, 1990. American Neurotologic Society, Palm Beach, FL, April, 1990. American Academy of Otolazyngology - Head and Neck Surgery Annual Meeting, San Diego, · CA, September, 1990. Kansas City Society of Ophthalmology and Otolaryngology, Kansas City, MO, December, 1990. Trlological Society {Middle Section Meeting), Milwaukee, WI, January~ 1991. North American Skull Base Society Meeting, Orlando, FL. February, 1991. Trlological Society Annual Spring Meeting, Waikaloa, HI, May, 1991. American Academy of Otolaryngology- Head and Neck Surgery Annual Meeting, Kansas City, MO, 1991. Trlological Society (Middle Section Meeting), Cleveland, OH, January, 1992 Third International Conference on Cochleat hnplants in Children. Kansas City, MO, February, 1992. Triological Society, American Otologic Society, American Neurotologic Society Spring Meetings, Palm Dessert, CA, April, 1992. . American Academy of Otolaryngology - Head and Neck Sul'gery Annual Meeting, Washington, DC, September~ 1992. American Academy of Otolaryngology- Head and Neck Surgery Annual Meeting, Mitmeapolis, MN. October 4~6. 1993 . . J 16 2.010 \·24PM No. 0185 J..:~l'U\. ....u. QV" nu .a. u J. u Vli. v• •nun Trlological Society (Middle Section Meeting) Rochester, MN, January 22, 1994 7 Fourth lntemational Conference on Cochlear Implants in Children, New York, New York, February 4-6, 1994 Trlological Sooiety, American Neurotologlc - Otologic Societies Spring Meetings, Palm Beach, FL, May, 1996 Triological Society, American Neurotologic ~ Otologic Societies, Spring Meeting, Palm Desert, CA,May 1995 American Medical Association YPS - Chicago IL June 1996 American Academy of Otolaryngology Annual Meeting September 28 - October 1:- 1996 Washington DC American Neurotology Society Meeting September 28, 1996, Washington DC American Medical Association YPS Atlanta OA - December, 1996 Triological Society Mlddle Section, Kansas City, MO January 26-27, 1997 American Aoademy of Otolaryngology Annual Meeting September 9-12,. 1997 San Francisco. CA American Neurotology Society Meeting September 9, 1997, San Francisco, CA American Academy of Otolaryngology Annual Meeting September 1998 San Antonio, TX American Neurotology Society Meeting September, 1998 San Antonio TX Trilogical Society - American Neuotologic Society- American Otological Society Meeting· Palm Desert CA) May, 1999 American Academr of Otolaryngology Head & Neck Surgery Annual Meeting American Neurotologi¢ Scoetty Meeting New Orleans LA September 25~28, 1999 American Neurotology Society Meeting September 25, 2000> Washington D.C. American Academy of Otolaryngology¥ Head and Neck Surgery Annual Meeting September 25~ 28, Washington D.C.2000 AMA Annual Meeting, June 2001 AMA Advocacy Meeting, March 2002 American Neurotology Societyt AAO-HNS Meeting, September 2002 AMA Advocacy Meeting, Washington D.C., March 2003 AMA Annual Meeting, Chicago, June 2003 North Central Medical Conference •~Emerging Issues'' Minneapolis MN November 1~2, 2003 CO PIC Risk Management, Omaha November 4, 2003 UCLA Hands,On Comprehensive Stereotactic Radiosurgery Bel Air CA April 13 -15, 2004 Rete ived Time Jun. \6. 2010 1:24PM No. 0185 --- --- ........ ~- ............. Triloglcal Society, American Neurotological Society, American Otological Society Scottsdale AZ May 1..2, 2004 8 Tri1oglcal Society, Amerlean Neurotological Society) American Otological Society San Diego CA May 3-6, 2007 'rrilogical Society, Middle Section Chicago IL Jan 19"20, 2008 American Academy of Otolaryngology- Head & Neck Surgery, American Neurotologic & Otologic Society Meeting, New York, New York, September 18-22, 2004 American Medical Association, Interim Meeting Atlanta GA December 4~6. 2004 American Neurotolgy Society and the Annual American Academy of Otolaryngology - Head and Neck Surge})' Meetings, Los Angeles. CA, September 24 -27, 2005 ~~dures to Hosnltal Sj!\ff and ptbers: Medical Staff and Organization Lectutes Occupational Health Nurse Association, Massachusetts Eye and Ear lnfinnary, Boston, MA, March, 1987, "Ear Emergencies''. Bill Wilkerson Hearing and Speech Center, Nashville, TN, April, 1990, 11The Medical and Surgical Treatment of Meniere's Disease", Department ofNelU'ology- Neurosurgery Grand Rounds, Methodist Hospital~ Omaha, NB, October, 1990 "ABRand CPA Tumors''. Crei~ton University School of Medicine Lecture 11 Facial Nerve", Introduction to Clinical Medicine Course, Omaha, NE, October, 1990 & 1991. AMI St. Joseph Hospital, Operating Room Nursing Staff Grand Rounds, Omaha, NE, ..Acoustic Neuroma''• November,l990. University ofNebraska Medical Center, Department of Otolaryngology Gtand Rounds, 11Hearing Preservatron and CPA Tumors11 , November, 1990 University of Kansas Medical School, Kansas City, KS, "Ear Anatomy", December, 1990. Creighton University School of Medicine, Neurology Department Grand Rounds, Omaha, NE> January, 1991. Creighton University School of Medicine, Medicine Department Grand Rouuds, Omaha, NE, "Evaluation of the Dizzy Patient11 , March, 1991. University ofNebraska Dental School, Lincoln, NE, May, 1991 "Otologic Disorders in the Craniofacial Child". Creighton University School of Medicine, Surgery Grand Rotmds, Omaha, NE, May, 1991 "Otologlo/Neurotologic Surgery''. Clarkson Hospital, Family Practice Grand Rounds, September, 1991, "Audlometry11 • Mary Lanning Hospital Medical Staff Orand Rounds, Hastings, NE, November, 1991 "Analysis of the Dizzy Patient", Ctru:ksonHospital, Surge1-y Department Grand Rounds, Omaha, NE, December, 1991, "Otologic Neurotologic Surgery". Received Time Jun. 16. 2010 1:24PM No. 0185 --- --- ---9 District 66 Public Schools> Audiology and Speech Pathology Department Meeting, Omaha, NE, March, 1992, "Hearing Loss and the Cochlear Implant11 • Cl'eighton University School ofMedicinel Family Practice Department Grand Rounds, April> 1992, ''The Dizzy Patient11 • University of Nebraska Dental School, Lincoln, NE, May, Craniofacial Child•'. 1992~ "Otologic Disorders in the Children's Hospital Pediatric Grand Rounds, Omaha, NE, May. 1992, 11Education of the Hearing Impaired and the Cochlear Implant11 • Creighton-Nebraska Dept. ofNeurology Grand RoiDlds, Omaha, NE, July, 1992. ''Cochlear Implant ~ A New Treatment for Profound Bilateral Sensory Neural Hearing Loss". University of Nebraska Medical School, Omaha. Nebt·aska, Fall 1992. First Year Medical Students • Introduction to Chemical Medicine .. Group Facilitator. Harvard University- Alumni Meeting of the Massachusetts Eye and Bar Infinnary, Department ofOtology~Laryngology, Boston, MA. October, 1992, "Deaf Education and tile Hearing Impaired Child''. Clarkson Hospital Family Practice Grand Rounds, Omaha, NE, November, 1992, "Facial Paralysis". Good Samaritan Hospital Grand Rounds, Kearney, NE, Januruy 1993, "Vertigo 101". Bergan Mel'cy Hospital Orand Rounds, Omaha. NE, February, 1993~ "New Methods for Evaluating and Treatlng the Vertiginous Patient''. Oood Samaritan Hospital Grand Rounds, Kearney, NE. May, 1993, ''What is a Cochlear Implant11 • Greater Omaha Self Help for the Bard of Hearing monthly meeting Omaha, NE. September 14, 1993, 11What's now in the ear field". Metro~olitan Community College School of Allied Health- Nursing, Omaha, NE November 9, 1993. 'Otitis Media and Otologic Dysfunction Related to Allel'gynmmunology11 , Department of Pediatrics Grand Rounds - Methodist Hospital, Omaha, NE Januaty, 1994, "Otoacoustic Emissions". "The Noon Show" KMTV .. Channel3, Omaha, NE February 9, 1994 "Hearing Loss, -Amplifleatio~ Hearing Aids, and Cochteftf Implants 11 • Oncology Conference .. Head and Neck Tumors, Bergan Mercy Hospital, Omaha, NE February 18,1994 Three in the MornJng Show" KMTV • Channel 3t Omaha. NE March 9, 1994 "Discussion of Otitis Media, Thbes, and Live Surgery of Bilateral Myringotomy Wld Tubes". 11 University ofNebraska Dental School, Lincoln. NE MB.t'ch 16, 1994 11 0tologic Management in Children with Craniofacial Anomalies". Clarkson Hospital Health & Wellness Club, "Heating Loss" What•s new in the evaluation and treatment••. September 1994. Received Time Jun. \6. 20\0 1:24PM No. 0185 University of South Dakota Department of Communication, "Update on Cochlear Implants in Adults and Children Seminar". Vennillion, South Dakota, September24, 1994. 10 Midwest Clinlcal Society, 11 Faoial Paralysis Evaluation and Treatment". October 5, 1994. Grand Rounds Bergan Mercy Hospital 11 When to be Concerned About a Hearing Loss'', September 15, 1995 Grand Rounds Clarkson Family Practice "Otologic- Vestibular Disorders", January 18, 1996 Grand Rounds Children's Hospital ..New Algoritlnn for the Treatment of Otitis Media", January 26, 1996 Clarkson Health & Wellness Club "Hearing Aids and Hearing Loss 11 , February 8, 1996 OPPD Supervism:s Meeting 11 Noise~ Ears. Hearing Protection", February 13, 1996 Pfizer Lecture "New Algorithm for the Treatment of Otitis Media'', February 14, 1996 University of Nebraska Audiology Department ..Otology for the Audiologist", February 22. 1996 Orand Rounds Annual Asthma Lecture Bergan Mercy Hospital, "Otitis Medin with Effusion and Asthma", March 8, 1996 Traumatic Brain Injury Seminar "Balance Djsorders Following Head Injuryn Novernbet 22, 1996, OmabaNE University of Nebraska Audiology Department • ''Otology-Neurotology for Audiologists" Lincoln NE, November 26, 1996 Alegent Health Immanuel Medical Center~ Primary Care Update "Ear Emergencies & Omaha, NE - Februmy 28~ 1997 Di~iness" Clarkson Family Medicine "Vertigo" Mal'ch 7, 1997 h Clarkson Family Medicine "Mylingotomy/Adenoidectomy in Odtis Media"- March 21, 1997 Grand Rounds Children's Hospital "Universal Newborn Hearing Screening" July 21, 1998 Clarkson FIUtilly Medicine "Common Otologic Problems" September 15~ 1998 Metllodist Hospital Family Practice Conference ''Making Sense of the Dizzy Patient, November 6, 1998 Perinatology Conference - Oood Samaritan Hospital, Kearney NE "Implementation of a Universal Newborn Hearing Screening l>rogtam", September 16, 1999 Methodist Hospital- Neurology Symposium October 27) 2000 Clarkson Family Practice Grand Rooods , Newborn Hearing Screening, November 1. 2000 Creighton University- Neurology- Neuropthomology Orand Rounds, Vestibular Disorders and Nystagmus, November 3, 2000 University ofNebraska Barclay Center Audiology Grand RoWlds , New Theories and Treatment of Tinnitus, Novernbet· 2000 Clarkson Family Medicine- Otologic- Vestibular Disorders. lune 2001 Received Time Jun. \6. 20\0 1:24PM No. 0185 II Methodist Hospital- Neurology Symposium- Treatment of the Dizzy Patient, October 2002 Good Samaritan Hospital- Grand Rounds - Vestibulal' Disorders September 2003 Methodist Hospital Neurology Symposium- Vertigo/Dizziness, October 16,2003 NE Chapter of Academy ofPedia1rlcs- Organized Medicine, October 17, 2003 Kiwanis Club- New Heal'ing Aid Teclmology, October 21, 2003 Chamber of Commerce Executive Institute Program- Healthcare in Ontaha1 November 4, 2003 Chukson Family Medicine Orand Rounds- "Ear Problems, September 1S, 2004 Oran.d Rounds Children's Hospital - Early Intervention and Management of Hearing Loss in Children -October 29, 2004 Grand RoWlds -Prairie Pediatrics Sioux City IA ~ Early Intervention and Management of Hearing Loss in Children November 3, 2004 Methodist Hospital Neurology Symposlum Vestibular Disorder November 18, 2004 Grand Rounds- Oood Samaritan Hospital, Kearney, NE September, 30, 2005- An Otology Potpourri. 02-08 Received Time Jun. 16. 2010 1:24PM No. 0185 TOTAL P.014 lllT-GI-JOIO 10:0S ~D. DeLair Slldf.Aaan~GJ ~Scm:el 134 s ~so-t. Saba LfacalaNB W08 II: Nidal Arp:la,i 'DarMs. DeLifr. Jt Wllillfdapftuareof.miao IDIUitad ID¥IIalleJir.Aipii,JlfDiflr. &Is a .WIP'fid23 ,_.olclpnttcnmw,..awfdaa....,,.....,_,anaeartDa laasfafldiJDGy. . . . . . . . . . . . . . . . . . . Be........, . . . . . ofalfPecodllar...,..bldcfD .........of2GCM. Aldoocldelriqllla&WII pladflllaaoof'Jat)'lll'. ,... f His OlalatfG......,. was llaiiiiiiL BJs OCICfalllar flllp1lllt «acjsiaas • 11111 w BowaWIIdqllolklmpllmb. Wcdidpacecdwitla MdoulldJD1oJiclltcllfq. ,_.._llldaiiMIIId..,.. llfPGIIIGI...-IIaoapcccllacquaac:~t~aallor4cdflomllllld....,,_Jml -...HJNTrcon~,.r.W1Jllll'l*ltllilada•iue•••dlorialltllldS5pcm:atoa lbeJta. WMaliDalllcacldllr ....... fllpllcl.lllllldtn,... .... cllacahnj!!Rt!'ld WfdatiiOJIM-fapluo.JID~HJNT--of62JICIQIItfa41dct aad31pcra:atwfdlr.tw0illill ..... Jt do&sfPJIIII'Iblt lllol'MIJIIIm daa aatpmfcll._, lflai&caatbcaa&a IDdafs raultllllnlfJit ltiiCIUIIly l8dlal blldilcalwf..-iou llbDi&J. Be11trs lllllblltllclladiU . . . . . . . . .Eli. . flafin--medfcll sclloollast 1111. lacem•aua6DIIa.,.;maeollmtllfspociiiQIImpnll't""""'•leallaacea ,... MaiD 01lllle 9201WCitDolfpRdl200 Oaiiiii,NB61114\1343 PnmaatOifce 4JS&.t23111St.IA ~ NB 61~ Bellewe Ollco 3Sl2S...W.,IJ30 Be8eno,NB61123 401-933-EARS (3'Z17) • 800-221-EARS (321'7) • PAX: 4014.U-2216 leceiYe. Ti1e ._/. Mar. t. 2010 lt:OOMIIo. 010' l tVUOI4flo a~Dtllan futm1D...., aqrodlar4pleSIIDDS Jtlhqldsc. WllflWIIIIlpaiOIIII Jeplds, ,· ~ • I i ; I .• ' Racaiv•l ._) Tf•• liar. t. 2010 10;otAII lo. 0106

Disclaimer: Justia Dockets & Filings provides public litigation records from the federal appellate and district courts. These filings and docket sheets should not be considered findings of fact or liability, nor do they necessarily reflect the view of Justia.

Why Is My Information Online?