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Kid’s Activities That Enhance Learning Through Play by Mari Nosal

Kid’s Activities That Enhance Learning Through Play by Mari Nosal
Mari Nosal learning via Play
Mari Nosal learning via Play

A link to the original article–>Link!!

I really liked this article, it relates to our intent as a nonprofit to help education and quality of life for people with autism via tech, music and the arts!!! I am a tech guy, but I do not know as much as Mari knows about special needs education, not even close.

1) Ballon Bounce: Have two children stand at the starting line. Provide one balloon. The goal of this game is to get to the end point without dropping the balloon. If the balloon lands on the ground, the kids must go to the starting line and try again. I attempt to avoid telling children they are “out” for dropping the baloon if I am working with an inclusive group. By letting children go back to the starting line and repeatedly try the activity again, self esteem is boosted. Children who struggle with competitive sports due to emotional, social, young age, or neurodevelopmental issues are given a chance to hone their skills through a safe challenge. Use your judgment. If your group is capable of handling a competitive edge this game can be adapted according to the childrens skill and capability level.

This game appears easy – appearences can be deceiving. :-0) The balloon is extremely light, thus difficult to keep airborne. This game provides honing team work skills through working together to keep the balloon moving. It provides eye hand coordination development through watching a teammates movements in order to swat the balloon back to them. Last but not least, it provides some good old fashioned excercise with classmates or friends.

2) Starburst race: Position children in two lines with a bowl of starburst candy beside each line.Place two buckets at the other end of the room or playground. Provide eac child in both starting lines with a glove. The child wears the glove, grabs a starburst candy and runs to the finish line, standing by the empty bucket. The goal is to unwrap their starburst candy with the gloves on. Upon succeeding, drop the unwrapped candy in the team bucket, run back to the starting line and give gloves to the next participant. The goal is to unwrap as many pieces of candy per team as possible.

This game provides excercise, teamwork, and a good activity for honing fine motor skills

This game can be adapted for younger children, or children with motor skill challenges by having the child walk to the finish line carrying a marshmallow on a spoon without dropping it and leaving out the competitive factor.

3) Wipe that smile off your face: This is a great rainy day activity. Encourage children to sit in a circle. Choose one child to sit in the middle. The child in the middle can walk up to chosen children and make funny faces at them. The other children attempt to maintain a poker face. The goal is for the chosen child to make other children laugh with their silly faces.Upon doing so, the chosen child will WIPE THAT SMILE OFF THEIR FACE :-0) and hand it to the next child who will take their place in the center of the circle and continue the game.This game inevitably ends with children doubled over in contageous laughter.

4) Music and movement: Children can make musical maracas by placing rice in two disposable cups and securely taping them together with duct tape. Have children personalize their maracas with markers and scraps. Guitars can be created by placing rubber bands over empty tissue boxes. Next, pump up the music and here comes the band!!!!!!!

Perhaps children who do not wish to play instruments could accompany the little musicians in a silly dance contest. The sillier the dance moves, the better:-0)

5) Elephant feet: Provide children with brown paper bags. The children can color elephant toes on the bags, wear them, play music, and stomp till they drop:-0) I did this activity after a field trip to the zoo, as the children had just seen elephants. Hence, they could equate the animal to the activity.

6) Feed the zoo animals: Children can toss roll wads of food (PAPER) into a pail. Adjust throwing distance according to the child’s capabilities. This game can be played with no scorkeeping. If children are capable of handling the competitive edge, you may attempt to score the most wins.

Always remember – what sems like a simple activity can assist children in honing many skills. A book does not always look like the cover.

Have a great day

Mari N. M.Ed., CECE

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The History And Application Of The Orton Gillingham Approach by Mari Nosal

The History And Application Of The Orton Gillingham Approach by Mari Nosal
Mari Nosal
Mari Nosal

Here is another article by Mari Nosal a leading special needs and autism expert–>http://marimouth.wordpress.com/2012/01/29/the-history-and-application-of-the-orton-gillingham-approach/

I had not heard about this language program, it seems to be something that may be of benefit to some of the people on the spectrum. Our mission once funded is to help autism via hands on training with technology like tablets, music and the arts which relates in a way to a kinesthetic approach to helping people with autism.

Dr. Samuel Torrey Orton, a neuropsychiatrist who specialized in language related deficits, used multisensory techniques in the 1920’s at his mobile mental health clinic in Iowa. Dr. Orton Gillingham uses the multisensory approach to reading. Dr. Orton felt that kinesthetic – tactile reinforcement of visual and auditory letters could correct young children’s predisposition to reversing letters. Dr. Orton taught children adaptation skills, such as making a vertical line and then making the circle for the letter b. Dr. Orton taught the reverse method for the letter d. Anna Gillingham, a teacher and psychologist who studied under Dr. Orton, based her alphabetic method on Dr. Orton’s theories. The multisensory techniques were combined with teaching English structure. This included the sounds (phonemes), meaning units (morphemes) like prefixes, suffixes, roots, and spelling rules. The name Orton and Gillingham was a result of structured, multisensory, sequential techniques devised from the combination of their theories.

The multisensory approach combines visual, auditory, and kinesthetic, modes of learning in learning to read. When connections are made through several pathways, more of what the child learns is retained. Orton Gillingham teaches children to link sounds with a written word. Children connect the sound and letter with how they form the letter. A child will be introduced to a letter. The child will trace, copy, and write the letter while repeating the sound the letter makes. The teacher may utter the sound while the child writes the letter. Children learn to read and spell phrases using this learning program. Sight words, tracing, and phonics are combined so the child acquires more avenues for learning.

There are 42 basic sounds and letters that are taught one at a time. Word decoding on a daily basis equips a child with the skill set to decode any word rather than sight-reading. Sight reading is a laborious process that requires a child to memorize a massive amount of words. Memorization is the main component during sight-reading as no decoding process is present. The multisensory approach used in the Orton Gillingham approach is a key ingredient to the program’s success. Many programs teach children in a cookie cutter design. Modern classrooms contain many different types of learners. They may be auditory, kinesthetic, tactile, or visual. Inclusion has created differentiated classrooms where innovative forms of reaching students without dumbing down work are necessitated.

Recent research suggests that students who have difficulty learning a second language have weaknesses in their oral native language. Thus affecting their performance within an English language environment, these weaknesses affect the comprehension of phonetic, syntax, and semantics. Dyslexic and other learning disabled students may be affected by the same weaknesses. Orton Gillingham is a great alternative to English immersion programs that are prevalent within the learning community at the present time. If a child cannot decode letters they will inevitably have difficulty reading, whether they are learning disabled, learning English as a second language, or is in early grade school and presently learning reading skills. In closing, the writer hopes they have addressed the basic concepts that validate the positive self efficacy that Orton Gillingham can promote within the classroom. As learned in class, children learn through skills they have already been introduced to. The long-term goal of a student is to assist them from the learning to read stage to the reading to learn stage. Metacognition must occur for a child to reach the reading to learn stage. The learner must gain an awareness of background knowledge, skills, and deficiencies and be cognizant of how these affect their learning. Students who acquire the skill to relate information in texts to previous knowledge are more successful readers than those who don’t.

Metacognition is developed through becoming proficient in reading. Children must become competent in comprehending the structure of words, eventually comprehending the meaning behind the word itself. The Orton Gillingham reading program takes the child beyond memorization and teaches comprehension and strategizing tools that will continue to lead a child, no matter what their learning style may be on the path to reading success.

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A Meaningful Lesson From A Bar Of Soap In An After – School Program by talented Mari Nosal

A Meaningful Lesson From A Bar Of Soap In An After – School Program by talented Mari Nosal
Mari Nosal
Mari Nosal

Here is another fine article from Mari Nosal with regards to after school activities–>

http://marimouth.wordpress.com/2012/01/31/a-meaningful-lesson-from-a-bar-of-soap-in-an-after-school-program/

Today I planned to execute a creative learning lesson for my school age program. (Fun after school time) Lessons must be learned. Lessons must be executed in a fun way. My students spend all day in school sitting at a desk learning academics. My role is to present a constructive learning format. One stipulation is that a high fun factor is present. This task can be formidable to say the least. How can a lesson in science be hidden in play? How can theories of magnetism or math be taught in a form that gifts the children with new information, but does not threaten student burnout? This is a challenge I am worthy of accepting.

I presented a lesson on soap sculptures. The children believed they were experiencing a mere arts and craft project. The hidden content was learned. The craft was fun but structured. Harmless melted soap chips turned into a math lesson, science lesson, and exuded a large curiosity factor. With out curiosity the children would rebel my efforts to implement this lesson. Solid soap chips of varied colors were melted together into a soppy mix. Before hand, the weight of the soap slivers was examined. My young charges placed a small mountain of soap on a scale. The weight was recorded. The soap was prepared for liquefying in the microwave.

Before transforming the soap into a liquid form we examined the solid consistency. I placed the slivers in the microwave. When the soap was removed, we compared the liquid form to it’s solid past. We talked about temperature changes. We poured the soapy liquid into measuring cups. A lesson in weighing liquid versus solid masses was learned. What had weighed 5 ounces in solid form had been transformed into liquid measurement. The children were in awe of the fact that microwaves could alter the composition of the mass.

We than proceeded to pour the liquid soap into molds intended for use in our play dough projects. The amount of ounces needed for various molds was measured and noted. The soap was set aside and transformed into a solid mass. Upon observing our finished project, we weighed our creations. Children estimated beforehand what the weights would be upon the soaps return to a solid form. They were shocked that the creations weights were now varied. I explained that we had used various size molds to complete this project. This obviously affected the weight. A lesson was learned. The children left my classroom with a prize (their soap), and a new idea to ponder. Objects in our world can be manipulated and structurally changed. Much like the children’s young sponge like minds.

One child looked concerned and lost in thought. I asked what the problem might be. My five-year old charge asked if he could turn into something else like the soap did. I responded by stating that his body was not capable of melting like soap. He is made of skin and bones, which hold him together. (Simplified for the child’s purpose). I told him that the only change his body would ever make is to get larger, stronger, and smarter. An Aha moment has occurred. Perhaps one lesson will overlap into another based on these questions. Perhaps I shall have a lesson on the human body. Stay tuned for updates.

Mari N.

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A Story Of teaching And learning About Empathy In An After-School Program-Mari Nosal

A Story Of teaching And learning About Empathy In An After-School Program-Mari Nosal
Mari Nosal
Mari Nosal

Here is a fine article from Mari Nosal that really made me think–>

http://marimouth.wordpress.com/2012/01/29/a-story-of-teaching-and-learning-about-empathy-in-an-after-school-program/

I was perusing an old reflective journal from grad school. It is a heartwarming story about teaching and learning about empathy. This is a long forgotten story but one worth sharing. I hope you enjoy this story as much as I enjoyed participating in this activity in my After school program.

1rst. excerpt ; A long-term project has been the topic of discussion for the last month. My fondest hope is to build character and empathy in the children through a donation drive for the homeless shelter. Children learn compassion for fellow human beings through example. Compassion is a positive character trait that becomes an innate quality. It is carried into adult hood. As children grow and seek employment, the ability to be a team player will be non negotiable. No question, literacy is important. It is a major component of positive assimilation into adult society. The concept of team work and empathy our valuable components as well.

Empathy towards co – workers can avail adults the chance of a successful career. These traits are developed in early childhood. My long-term project has a major focus. It will emphasize what power children have when working as part of a team. Children often feel powerless. They often believe they are not capable of achieving anything of worth to adults. Hopefully, by the end of April these children will be equipped with self empowerment skills that will take them far in life. We are designing a giving tree. It sits on the wall by the art center. The children can pick a blank leaf. They may take the leaf home write the item down that they wish to donate to the families at the homeless shelter. When the item of choice is returned to the school, the leaf is placed back on the tree. A box sits by the door waiting to be filled with donations. The parents were asked to let the children pick the item of choice.

Parents may feel that a child’s donation is not the same item they would have chosen. By not coercing the child by choosing the item, parents are instilling choice making skills in the kids. The children are sorting, and packing the items every Friday. I will deliver the items to the shelter. We will add cheery notes and pictures from the school age class to our donation box. The shelter has agreed to let their children respond back to the school age class. These will be memorable pen pals. Lessons will be learned, and a widened understanding of our world will develop.

2nd excerpt: I held a circle today to gain an understanding of how much my young charges comprehend about charitable projects. We have gone over basic concepts such as the definition of a donation, and what kinds of notes we will write to the children. I first asked the children what the definition of a donation is. A child promptly raised her hand. Her definition was quite interesting. The child said a “donation is when we give away things that we don’t like”. This is a direct example of how children access and scrutinize the adults in their life.

This child was mimicking others in her social circle. I responded by explaining that sometimes we donate things that others need. I added that this is a hard thing to do. We may choose a toy for our project. The child may decide that they would like to keep the toy. However, sometimes we need to realize that we have many nice things at home. The one toy we donate may be the only toy this child will own. Some may see this concept as above a child’s cognitive level. If adults take the time to model and explain, children surprise us with their level of compassion. Sometimes they are more empathetic than adults.

The next topic covered was the content of the pen pal letters. I asked the group what we should write in the letters. One child suggested that we write, “I am sorry you do not have a house”. I gently told the group that it was a wonderful sentiment but perhaps we could tell the children at the shelter about our hobbies, names, favorite foods, etc. In actuality, the child’s statement had shown a simple level of comprehension in regards to why families live at the shelter. I believe the children will be shocked when the kids at the shelter write back with similar likes and dislikes. Perhaps the children will find a kindred spirit in the shelter kids. Utopian in thought, no doubt, but doable!

3rd excerpt: I entered class today and assessed the leaves on our giving tree. I have been working long and hard on this project. A mere six leaves contained names of children who had donated to the homeless shelter project thus far. I have broached the components of our project for months. I have written, printed, and dispensed fliers to notify parents of our project. I pondered the idea of passing this project off as a bad idea. Perhaps the utopian lens I view this project through is clouded. I assumed that parents would embrace this project with positive support. After all, it is a unique chance for their children to learn empathy.

Approximately one hour after I pondered canceling the shelter project two families entered with donations. The donations were notable. Diapers, an inflatable infant pool, sandals, shorts, rain boots, and bathing suits, the items were of notable value, and seasonally appropriate for the warm months ahead. I addressed the director about canceling my project. She responded with positive support. The general consensus was that the project was beneficial to my students and the shelter. I was looking at the quantity of donations, and names on the donation leaves. The director reminded me that this project was beneficial in more ways than met the eye. The director reminded me of the many facets to this project. I am teaching the children to step out of the box. They are being challenged to help those in need. The children are learning that our needs are not the only ones to be met in society. One needs to learn to put others before themselves. They will hopefully learn to step outside the insulated bubble some of them live in.

I realize this is a concept that cannot be fully comprehended at the tender age of five, six, seven, and eight years of age. In reality, some of their parents live in a secluded bubble. There is much power to the phrase, “the apple doesn’t fall to far from the tree. Hopefully, I can instill the building blocks for empathetic, action oriented behavior. In years to come, when the children’s brains have developed to a mature cognitive level the memories of this project will guide their maturing brains. Perhaps, a connection will be made. Time and maturity will tell.

The children are learning letter writing skills. They write notes to the children at the shelter which are to be delivered with the donations. I have received approval from the director for the shelter children to write back as long as last names are not used to protect identities. My hope is for the children in my program to make the connection through writing letters that the children at the shelter are composed of flesh, bones, and emotion. Will this connection cause a larger interest in donating to our cause? My fondest wish is to be able to respond with an adamant yes. I will deliver the first shipment to the shelter during the upcoming weekend.

I will persevere, be creative, and not give up on my utopian dream. To assist in the assimilation of future empathetic, open-minded leaders into society! I will take advantage of the plasticity of their young minds and hopefully alter their schemas. If I don’t make an effort, I am not doing my job as an educator.

4th. excerpt: A young girl entered my classroom with some wonderful donations this morning. I was excited to see that she was finally getting excited and wanted to participate. This five-year old child seemed to display great difficulty in grasping the reasoning behind this project. She is extremely bright. She is a came from a wealthy family. Every whim, wish, and desire is granted. She has not been exposed to the atrocities of homelessness at any level. A couple of months ago I had posed a question to the class. I asked if they knew what a donation was. This child raised her hand. She said that donations are things we give away that we don’t like.

I gently explained that donations are given to help people who do not have any money. We try to give away things we no longer have use for. However we always give away things that we would like if we didn’t already own so many nice things. I believed that this child was indifferent to our project. Today would prove me wrong. I would be reminded that assumptions have no place in my class room. As the little girl stood by the donation box, I eyed her hand. It was squeezed into a fist. Something hung out of the end of her tight little fist.

Upon further observation I noticed it was money. I asked the child what was in her hand. She stated that she wished to drop a one dollar bill in the shelter box. I asked her if it was her money, or her parents. She proudly told me that the dollar was from her piggy bank. She had been saving for a new toy. She recalled my comment about poor children that have no toys whatsoever. The little girl dropped the dollar in the shelter box. She said that she wanted a poor child to buy a personal toy with the dollar she gave them. This was one of those days when a catch phrase is appropriate, and validated. That phrase is “and a little child shall lead us”!

Mari N.

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Our Family visited the John Lennon Education Tour Bus In Las Vegas and Wound up winning a Gibson Epiphone Guitar!!

Our Family visited the John Lennon Education Tour Bus In Las Vegas and Wound up winning a Gibson Epiphone Guitar!!
John Lennon Educational Bus
http://www.lennonbus.org/about_the_bus

My family and I had the opportunity to visit the John Lennon Educational tour bus and wound up winning an electric guitar, a Gibson Epiphone.

I am the aspie president of an Autism nonprofit whose mission is to help autistic people via music, the arts, and technology. We want to help them with education and their quality of life. We really like what the John Lennon bus is doing. They are also helping education via music. We would love to partner with them for a future event to raise money for our nonprofit to help people with autism.

Here is a video from our visit to the bus–>

Watch this video on YouTube.

Here is more information about the bus and their intent–>

The John Lennon Educational Tour Bus is a non-profit 501(c)(3) state-of-the-art mobile audio and HD video recording and production facility. In its fifteenth year, with the very newest technology and gear, the Bus continues to be dedicated to providing young people with tours of the studios and participation in free songwriting and multimedia production workshops. With the assistance of three on-board engineers, students learn how to write, perform, record, and produce original songs, produce and shoot music videos and documentaries and complete a broadcast quality music video – all in one day!

The Bus is highly adaptable, designed to provide students, their schools and communities with performances, demonstrations, remote recordings, and studio sessions customized for their needs, levels of experience and interest. The Bus travels the country visiting schools, musical and technology conferences and events, and partners with newspapers and other media to host Battles of the Bands with the national winner selected online. With the NewTek TriCaster 850 Extreme and TodoCast-provided satellite system onboard, the Bus is able to produce live multicamera video productions streamed to the web in real-time. All projects created on board are available for viewing on lennonbus.org, YouTube, and Facebook.

The Bus is made possible through the generosity of sponsors including Apple, Avid, Montblanc, NAMM, Gibson, Epiphone, Neutrik, Sony, Neutrik, SAE Institute, Audio-Technica, Sonicbids, Roland, Boss, Ampeg, Mackie, Musician’s Friend, New Bay Media, Sonicbids, Litepanels, Reflecmedia, Disc Makers, Mobile Roadie, Digital Media Academy, NewTek, TodoCast, Apogee, Manfrotto Distribution, iZotope, Glyph Technologies, Harris Corporation, Applied Acoustics Systems, Antares, McDSP, IK Multimedia, Mad Mimi, Native Instruments, Slingerland Drums, Noise Industries, and Adobe. The John Lennon Educational Tour Bus is made possible by an agreement with Yoko Ono Lennon.

A link to their website–>
http://www.lennonbus.org/about_the_bus

We wound up winning a Gibson Epiphone Guitar via a raffle which we all intend to learn to play, and can use it to teach others to play as well once we are funded. We are seeking sponsorships from music and technology related companies.

We won a Gibson Epiphone Guitar from the John Lennon Bus
We won a Gibson Epiphone Guitar from the John Lennon Bus

A link to the fine folks at Gibson–>http://www2.gibson.com/Gibson.aspx

John Lennon Educational Bus Sponsors
John Lennon Educational Bus Sponsors
John Lennon Educational Bus Studio is a bus
John Lennon Educational Bus Studio is a bus
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Great Job James Durbin, on Idol last night, as fellow aspies we love ya, have so for over a year!!!

We followed James Durbin last year on American idol, promoted him like crazy on our website.

He did a great job on American Idol last nigh 4/12/12.

We wish he would help us as well with exposure maybe sponsor us.

Our mission is to help autistic people with their quality of life via music, the arts and technology.

Congratulations on your wedding as well. I have been married for 19 years, wish you the best of luck!!!!

A video from his website–>http://durbinrock.com

and his lyric video as well.

Watch this video on YouTube.

Watch this video on YouTube.

Tag your it, please share our youtube videos as well–>http://www.youtube.com/technewszone

Some details on James’s tour–>

http://viperroom.com/?page_id=4472

I really love your song, you have done a great job!!!

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Gotta Love American Idol’s Commercials these ones for Ford, are nice American Idol 2012

Gotta Love American Idol’s Commercials these ones for Ford, are nice American Idol 2012
Ford Commercial
American Idol 2012

We love music and want to help autism via technology, music and the arts. We also like American Idol.

This is one of the better videos that the idol folks have done recently:

Watch this video on YouTube.

and another that is unique interesting.

Watch this video on YouTube.

We wish that one of these organizations would help our nonprofit and news site get exposure, maybe do a video for us or talk about us on the air or sponsor our efforts.

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American idol 2012 Best male performer Joshua Ledet

American idol 2012 Best male performer Joshua Ledet
Jessica Sanchez
American Idol 2012 Jessica Sanchez

We are an autism nonprofit that wants to help via technology, music and the arts. We are fans of Jessica Sanchez, who is in our opinion the best female performer, we are also impressed by Joshua Ledet who is the best male performer!!

Here is a video from You Tube of Joshua Ledet Singing, he is very good!!

Watch this video on YouTube.

If you can help us with exposure or to find sponsors as well, we would appreciate it greatly!!!

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American Idol 2012, We really like Jessica Sanchez’s recent performances

American Idol 2012, We really like Jessica Sanchez’s recent performances
Jessica Sanchez
American Idol 2012 Jessica Sanchez

Our autism nonprofit’s focus is using technology, music and the arts to improve the lives of autistic people, we love music.
We really love music, and feel that is a huge benefit to people on the autism spectrum in educational and in a therapeutic manner.

We reached out to James Durbin who we followed heavily last year, and who is also autistic like us, but we did not get much support. We though that since we are autistic and he is autistic and we are focused on music and so is he, he would have been a huge help for us to find sponsors and exposure.

We are still fans.

This year we are impressed by Jessica Sanchez’s performances!!

Watch this video on YouTube.

and her duet with Joshua!!

Watch this video on YouTube.

Good Luck to Jessica!!

If you can help us with exposure to help autism that would be great as well!!!

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OnTrion’s New Extended Batteries, I use their batteries for my Evo 3d and 4g

OnTrion’s New Extended Batteries, I use their batteries for my Evo 3d and 4g

I have used and tested OnTrion’s Batteries they work well for me. Here is a press release of some new products that they are releasing–>

Here are some of the new Devices that their batteries work in:

OnTrion’s New Extended Batteries
ZTE SCORE X500 Extended Battery (Cricket)
Huawei Mercury M886 Extended Battery (Cricket)
Samsung Galaxy S II Skyrocket i727 Extended Battery (AT&T)
Samsung R920 Attain Extended Battery (Metro PCS)

Press Release
OnTrion Releases New Extended Battery for the ZTE SCORE X500 on Cricket

OnTrion, a veteran manufacturer of premium cellphone batteries, has just unveiled a new extended battery that maximizes usage time on the ZTE SCORE X500 smartphone for Cricket.

Dallas, TX – April 9, 2012, 2012 – In an effort to save money, smartphone users are opting out of their expensive contracts and choosing a more affordable no-contract cell phone service provider instead, like Cricket. All that money saving, however, isn’t going to do them much good if they have to replace their phone’s battery on a frequent basis. OnTrion, the manufacturer of premium OEM-quality cellphone batteries, has just released an extended battery for Cricket’s ZTE SCORE X500 model. With one of these replacement batteries on hand, ZTE SCORE X500 owners can maximize the life of their phone while minimizing the overall cost of using a smartphone.

Last year, CNN reported that almost 30 percent of all cell phone users in the United States were without contracts, up from 20 percent in 2008. As Consumer Reports points out, this increase in no-contract plans is all in an effort “to cut cost.” To make the most of their cost-cutting efforts, ZTE SCORE X500 users can enhance their no-contract Cricket plan with the new long-lasting extended battery from OnTrion.

Palki Kochar
PR & Marketing
Email: [email protected]
www.ontrion.com
Ph: 1-877-676-0877
Ontrion-13650, TI BLVD, SUITE # 309 DALLAS, TX-75243