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were drilled with spring poles, and they got commercial oil at a depth of 200 feet. Now, those people who drilled those wells down there in the first place were old-timers; they were people who were residents of that section, and they drilled those wells. They conceived the idea that they might make a market for their product there, and they hauled it 165 miles to the Union Pacific Railroad, but, of course, they could not do it profitably. Now, I submit that if it had not been for the people who went out as wildcatters on the public domain and discovered all these things, Wyoming today would be a waste. Wyoming comprises something like 97,000 square miles, or 62,000,000 acres, and the last census showed oly 145,965 people in the whole State. Just think of it—that small number of people on a vast area like that! Mr. Taylor. The area of the State is practically 97,000 square miles, or 62,000,000 acres. Mrs. HARNSBERGER. Yes, sir. I know that the population, according to the last census, is 145,965. Now, those old-timers who are out there, beyond civilization, and at the jumping-off place, have made these discoveries. I do not know what a lot of you people would think if you went out there. It is great sage-brush waste, and you can travel for miles and miles and never see anything but a coyote or a prairie dog. Now, how did this thing come about, or how were these developments made. It was by reason of the efforts of the pioneer, and the old-timer. He is the one who has been spoken of here as doing things or holding things for speculation. Yes, that is true. That is what all of us do. If I buy a piece of property on Massachusetts Avenue, as I did have once near the Union Station, and the Government took it away from me and kept me waiting for 12 years for my money, with my property in a hole down here at the Union Station--as I say, if I buy a piece of property on Massachusetts Avenue, or when I bought that piece of property, I did not buy it for speculation, but, if perchance conditions should come about when I could get a big price for my property, and I realized on it, would I be doing anything wrong? Is anybody doing anything wrong if he does something to better his condition? I would like to know what person, who is worth the snap of your finger, does not try to do whatever he can to better his condition. All of you did that when you came to Congress, or you tried to do it. I do not know, but I believe, gentlemen, that you were bettering your condition, or, at least, it is an experience that nearly everybody would like to try. Even I would like to try it. Now, I have been diverted somewhat from what I was talking about, but I think that is about all that I have to say. The appeal I make to the committeo is this, to pass such a bill as will not in any way jropardize the rights of any individual anywhere on the public domain, and that will not take away from him any bit of territory, no matter how much it is, that he has initiated his rights upon under existing law. Do not do that if he has complied with the law in good faith. That question of good faith is the thing to be considered. This compliance with the letter of the law is something that has been absolutely impossible on some of those lands where these men have been located. Where these man have been located on these lands they are in many instances, from 125 to 150 miles away from a railroad, and it has been absolutely impossible to do the discovery work on some of the located claims. They have gone out there and located those lands, and they have walked and walked, and looked and looked, until someboy has called them rock hounds, for indication of the possibility that oil may be found there. Communication disorders affect nearly 1 in 10 people, and almost 6 million children have a speech or language disorder. If you, your child, or someone you know, has been diagnosed with a communication disorder you likely have some questions. Frankly, navigating the world of communication disorders can be pretty confusing. This guide will help answer some of the most pressing questions associated with the disorders, common symptoms, and common treatments. What is a Communication Disorder?A communication disorder means that a person has difficulty with speech, communication, language, or some combination of those. This can manifest in word articulation, written language, or understanding and participating in verbal and nonverbal communication. Communication disorders affect a wide variety of people for a wide variety of reasons. For children, diagnosis may come after a parent or teacher notices that a child's speech development is noticeably delayed in comparison to their peers. Like many disorders, symptoms can range from mild to very severe. It can be as limited as a slight stutter or as severe as the inability to use speech or language to communicate. What are the Types of Communication Disorders?In 2013, mental health experts released the DSM-5 – Diagnostic and Statistical Manual of Mental Disorders (5). In it, they categorized communication disorders to help smooth the diagnostic process so individuals could receive the necessary services they required. According to DSM-5, there are four main types of Communication Disorders: Language Disorder, Speech Sound Disorder, Child-Onset Fluency Disorder (Stuttering), and Social (Pragmatic) Communication Disorder. Language DisorderPeople with a language disorder will often have difficulty understanding or using correct words in context. They may also have difficulty getting others to understand what they mean. A language disorder may cause a person to have a reduced vocabulary and limited sentence structure. They often struggle to form complete meaningful sentences and have trouble grasping the rules of grammar, both in written and speaking form. Often language disabilities are diagnosed at a young age when children's language abilities are substantially lower than their age expectations. The symptoms for language disorder begin in early development. According to DSM-5, Language Disorder is not related to hearing loss, motor dysfunction, intellectual disability, global developmental delay, or other medical or neurological conditions. Speech Sound DisorderThose who are affected by Speech Sound Disorder (SSD) have a difficulty making certain sounds. The sounds may be omitted, changed, or distorted. For those affected by SSD, it is common to substitute sounds for other sounds. As with Language Disorders, SSD is often identified when parents or teachers notice a slowness in the development of a child's speech. Onset usually occurs in the early development period of a child, and is not an acquired or congenital condition. SSD can affect a person or child's ability to learn, write, read, and spell. Speech Sound Disorder can be divided into two categories: Articulation and Phonological. ArticulationThose who struggle with articulation have a difficult time making specific speech sounds. This is at a phonetic level, and it is sometimes related to a deficiency in their articulators (vocal organs). In other words, children who struggle with articulation may do so because of a motor issue, or because two articulators (for instance the way the tongue meets the palate) don't meet correctly to produce the proper sound. However, not all children or adults who struggle with Articulation do so because of motor issues. There are four major symptoms associated with Articulation Disorders.
PhonologicalPhonological has to do with language at the mind's level. While Articulation is at a phonetic level, Phonological is at a phonemic level. Phonological Disorder is described as a pattern of sound errors. Children with phonological issues struggle to acquire a phonological system, or in other words, they struggle to organize the pattern of sounds in the brain. Children or adults who have Phonological issues will sometimes create sounds in the wrong part of their mouth. For example, they may use "back sounds" (sounds that would ordinarily be produced in the back of the mouth), in the front of the mouth. Letters like "k" and "g" may be replaced with front sound letters "t" and "d." Childhood-Onset Fluency DisorderChildhood-Onset Fluency Disorder (COND) refers to a disruption in the natural flow of language, more often known as a stutter. COND will manifest itself in repetition or prolongation of speech. Those who suffer from this disorder may also hesitate before they speak or use monosyllabic repetitive words. For example, they may say something like, "He-he-he-he went that way." Those who suffer from COND often experience anxiety about speaking either in conversation or in front of crowds. Symptoms are not constant and may not be present in all situations. For instance, a person may be able to read out loud or sing without symptoms being present. Unfortunately, the symptoms can flare up if the speaker feels anxious, stressed, or self-conscious. Social Communication DisorderUnlike some of the other disorders, Social Communication Disorder (SCD) doesn't focus on articulation of words, phonics, or order of words, but rather how an individual communicates socially. While a person who has SCD may be able to articulate extremely well, and may have no issues understanding grammar and sentence flow, they may be strongly lacking in proper social communication. SCD is the most recent diagnostic code added to the communication disorders listed in DSM-5. It has strong similarities to Autism Spectrum Disorder, but a person can be diagnosed with SCD without also being diagnosed with ASD. In short, Social Communication Disorder revolves around pragmatics and social understanding. Pragmatics refers to using language in the right context. For example, language is used differently when a person is speaking to their best friend versus a stranger, or their boss. Not recognizing the need to change the way they speak to different people in different contexts may be a sign that someone has this disorder. Another sign of SCD is having difficulty in following rules of conversation or not understanding things that haven't been said explicitly. People with SCD may struggle to notice subtle parts of conversation or to pick up on non-verbal communications. They may also have a difficult time keeping conversations flowing, or responding to the thoughts and ideas of others. What Causes Communication Disorders?Communication Disorders begin for many different reasons. Many people are born with them, and they begin during their early childhood development. Still, there are a variety of reasons a person may have or develop a Communication Disorder. Here is a list of some possible causes.
How to Treat Communication DisordersOnce a child or an adult has been diagnosed with a communication disorder, it's important to learn what kind of treatment is available. Early InterventionAs with most life complications or disorders, the earlier a problem is diagnosed, the better the long-term results will be. Thankfully, that's where Early Intervention steps in. Early intervention is often the first step in a person's life to help them develop a strategy for better communication. Early Intervention will evaluate a child to see if they meet the requirements for a communication disorder, and if they do, they will work with the family to create an Individualized Family Services Plan. This is a plan that parents and the helping agency help put together to establish goals that the agency and the family will work together to manage. Early Intervention believes strongly that the most successful plans include families working closely together with therapists and support members, and continuing to practice the things learned in therapy throughout the week. School AgeIt is not uncommon for a communication delay to go undiagnosed until children reach school age. This is understandable since children's speech develops at such a wide range of time. Some delays may not be noticeable until school age. For those receiving services from Kindergarten through 12th grade, there is something that is commonly referred to as "IDEA." IDEA refers to "Individuals With Disabilities Education Act" and it means that all children, including those with disabilities, are eligible to receive a free education. IDEA also requires schools to find and evaluate children for special needs, and after a child has been diagnosed with a disability, to provide them with an education that meets their specific needs. For those with communication issues, this may mean working with a speech pathologist during school hours. The school will work with the family to develop an Individualized Education Program (IEP) that will be used to help best educate the child in school. All of this is provided free to the child and family. AdultsAlthough the DSM-5 communication disorders specifically focus on the early development on-set of communication disorders, there are other reasons why an adult might suffer from speech or language issues such as injury or stroke. In addition, not all adults have received treatments to help communication disorders as children. For this reason, many people at an adult age still need help with communication disorders and can receive treatments to help with speech pathologists or speech therapists. A speech therapist can provide an evaluation and work closely with a patient to help develop a system to assist them with speech and language issues. Interested in an online master’s in communication disorders? Conclusion Many people in the world have communication issues for a variety of reasons, and thankfully treatment is available in the United States. If you or someone you know has been diagnosed with a communication disorder, seek out help. Thanks to the Individuals with Disabilities Education Act, free care is available for all children with disabilities. While not all communication disorders can be cured, many of them can be managed with the help of a speech therapist. |
Why might a person from massachusetts have trouble understanding a person from wyoming?
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