HELP!!!

[Guest guest]

Peggy,

If the soap hasn't solidified in the mold, you might try pouring it back in

the bucket and adding the additional lye mixed in the additional water.

Mix again and repour.....

If it's solid already...then I guess the best bet would be rebatching. But

I can't help you there....I'm rebatching impaired!!

....and I don't know if you can add lye when you rebatch.....

Help!!!

Don`t even ask me how but I screwed up the numbers on a batch of

soap and I have too little lye and too little water! Can I fix this

or do I have to trash it?!

Peggy

[Guest guest]

-Thanks , I`m going to rebatch, add the lye water, and see what

happens. I`ll let you know how my experiment turns out!

Peggy

-- In , " Ryhanen " <susan@c...>

wrote:

> Peggy,

>

> If the soap hasn't solidified in the mold, you might try pouring

it back in

> the bucket and adding the additional lye mixed in the additional

water.

>

> Mix again and repour.....

>

> If it's solid already...then I guess the best bet would be

rebatching. But

> I can't help you there....I'm rebatching impaired!!

> ...and I don't know if you can add lye when you rebatch.....

>

>

> Help!!!

>

>

> Don`t even ask me how but I screwed up the numbers on a batch of

> soap and I have too little lye and too little water! Can I fix

this

> or do I have to trash it?!

>

> Peggy

>

>

>

>

>

[Guest guest]

Hi Sara,

I know this was a big mistake when teachers in the past use to

restrain and give time out. All this was a reward wish of

course was part of why his behavior never progressed well. This is

included on his IEP no restrain or time out. He just loved this

comfort zone and loved to be alone and what did he learn out of

this? Act out and wa-lah, bingo get restrained because he hated

being forced to do something and could not adjust to the environment

sometimes enjoyed that crave needed for deep pressure when it was

male assisting for that strong hold and then the time out, what a

relief for him.

Act out and get away from doing what was planned out on his daily

schedule.

I have to go for now maybe in the mean time others can post some

activites and if I get a chance I'll include some too. I've been

working on this and at school to enhance some of his language skills

along with this issue.

Is the student verbal or nonverbal? Does he act out? Besides the

radio and playing ball what other things does he like? These 2

things that you mention could be use for reinforcement.

Is he toilet-trained? Does he have favorite snacks? Does he give any

eye contact? This will help others here to get an idea of what might

help. Questions I had asked could probably include the self-help

skills with some activites involved so that he could adapt to them.

Hope I made some sense? Better get. Later.

Irma,15,DS/ASD

[Guest guest]

In a message dated 9/14/2003 10:44:07 AM Pacific Standard Time,

ICANFIELD@... writes:

> I know this was a big mistake when teachers in the past use to

> restrain and give time out.

I agree with Irma about restraint that some may like it. But on the other

hand can you think how the person being restrained must feel, so helpless. Some

years ago the female staff working with our son said they wouldn't

restrain him as he was so strong at 4'6 " and 130#. They just let him cool down

on

his own. A couple times this past year he has been restrained physically by a

male staff and we know from past staff reports that gets madder when

constrained. But, we aren't there to see how they handle the situation in the

first place. We are working on those areas. Luckily it hasn't happened often.

Isn't it interesting when Irma had this put in her son's IEP that he wasn't

to be restrained that they found other ways to help him when he acted out?

Louise in IL Mom to 41 DS etc. and new diagnosis of autism

[Guest guest]

Hi Sara,

I checked with a friend who is an expert on autism and this was her reply.

" My advice to her is to immediately ask for a full team meeting ASAP and

bring her concerns to everyone. If she is not being given direction by the

teacher, it is probably because the teacher does not know what to do. That is

why

every child has a professional TEAM: to have multiple heads to put together and

devise solutions. She has a right to meet with everyone on the team. She may

want to start with a formal meeting with the teacher and principal or other

supportive person in the school. It is not right to just go on that same way day

after day without advocating on behalf of the child. She should be empowered to

take appropriate, professional action. No one can tell her over the internet

what to do with this particular child in this particular situation with only a

tiny bit of information. She needs to convene the team. "

You may not feel comfortable to ask for the above but watch for the right

time and express your concerns. It looks like you have been doing one of the

first things and that is observation. The next to collect data of who, what,

when, where, and what, write down what you see. What happens before, during and

after the behaviors you would like to change. Because you are with him all

the time you are going to be the most important part of this team to let others

know what is happening with this boy. Have you talked to his mother about

what works and how she does things with him? Parents are your best resource

also. Two sources I found were the back issues of Disability Solutions which

can

be found at <A

HREF= " www.disabilitysolutions.org " >www.disabilitysolutions.org</A> . The other

site is <A HREF= " www.nau.edu/ihd/positive/ " >

www.nau.edu/ihd/positive/</A>. Here you can find a paper on " Positive Behavior

Support An Overview

of Positive Behavior Support. " One other site is the Adult Down Syndrome

Center site at <A

HREF= " www.advocatehealth.com/adultdown/pulbications.html " >www.advocatehealth.com\

/adultdown/pulbications.html</A>. There are

several articles at this site others may find interesting also, especially the

one on " The Groove. " In it Dr. McGuire explains how they have found that the

people with DS need sameness, repetition and order in their lives.

Lastly a book you can order through interlibrary loan at your local library

is Solving Behavior Problems in Autism -- Improving Communication with Visual

Strategies by A. Hodgdon, M.ED., CCC-SLP, Quirk Publication. Sure

you will get some ideas in reading this book.

This boy is very lucky to have you there to help him. Good Luck.

Louise in IL Mom of 41 DS, etc., and newly diagnosed with autism.

[Guest guest]

Good thoughts Irma. It is hard for me to think the school mode I have been

in the adult mode so long. Sometimes we think certain services are in place

when maybe they are not like the speech and language or OT for sensory

integration.

I am excited about an upcoming Oct. 14 ARC of IL conference where

Hodgdon who wrote the Visual and Behavior books will be a speaker. Another

speaker

will be Carol Stock Kranowitz, MA, authored The Out of Sync Child. Also a

couple others, Bondy Ph. D. who co-authored PECS and , Ph.

D. Looks like they are covering all areas. I've passed on brochures to three

people at 's agency so hope someone goes. Of course my husband Andy

always says, as I drag him along to conferences, that he is not the person who

should be attending but the direct care staff who work directly with . I

agree the staff should be going, we do keep trying. Irma glad you have been

successful in getting people to go and as you say they feel so much better and

feel

they can accomplish something after learning how to do or handle things.

Great some want to be teachers or related professions.

Louise in IL Mom of 41 DS, etc., and newly diagnosed with autism.

[Guest guest]

A lot of good ideas Joan. Louise

[Guest guest]

Hi Sara,

I agree with Louise that the student is very lucky to have you.

After I what I wrote and I was on the road I had realized that I had

forgotten to ask if the parents have had a meeting with the teacher

and any autism team to discuss the concern issues. I would hate for

you to get in any trouble by stepping on certain toes. I personally

enjoy reading how you are willing to help even if its your job, you

care, you're a very special person in my book. Make sure you keep

tabs of autism conference, workshops any autism service available

though the school or the community that maybe the school could pay

for you to attend to some of them.

Most para-professionals whom I know that have worked or working with

my son are attending due to parents request and written on the IEP

Goal. That all staff working with my son needs autism training. Now,

that some of the aides are attending they come back motivated and

love their job more and their students and wanting to continue to

get educated so that they could one day become a special ed teacher.

One of them has become one and she just loves her job.

This is always brings a smile to my face when I receive a call so

that they can thank me personally as my challenging son have opened

doors towards helping many other students and many parents are

willing to listen and procede with in-home parent training, this is

something else that the parents need to apply on the IEP in-home

parent-training.

On what you wrote about this young man, this sounds like my son back

when he was about 12 y/o, but not toilet trained at all. When you

bring this up to the teacher maybe there is a way you could bring up

having a sensory assessment done. Sounds like a lot of sensory

issues also triggering his behavior as he gets overstimulated and

needs that guidance to work around it. This is where the autism team

could assist. What Louise wrote, excellent advice and the

suggestions on the books. In the mean time while you're in the look

out on any books that Louise had mentioned which I also recommend as

I have them too. There is also one online that you could review

http://www.nap.edu/books/0309072697/html/

Educating Children with Autism

Chapter 11 Instructional Strategies

A little recap on the time-out:

A functional assessment process should help determine the reason

that time-out is failing. As an example, if the student is

displaying inappropriate behavior in order to escape or avoid a

task, time-out could be serving as a reinforcer. If time-out is

reinforcing to the student, the inappropriate behavior will only

increase. You will see that time-out is a procedure that denies the

student access to the opportunity to receive reinforcement. If the

time-in environment is not reinforcing to the student, time-out will

not be effective. I yak yak so much sometimes that when I proof read

I hope I made some sense.

You also mentioned that the student has limited communication

skills. I'm assuming that he is receiving speech/language services.

I would ask the speech/language pathologist to work with the

student's teacher regarding his communication skills in the

classroom. Many times, children will act out because they lack the

skills to appropriately communicate their frustrations, etc.

Teaching the student how to get the teacher's attention or how to

ask for help when needed may help reduce the acting out behavior.

I hope something helps, let us know.

Irma,15,DS/ASD

> Hi Sara,

>

> I checked with a friend who is an expert on autism and this was

her reply.

>

> " My advice to her is to immediately ask for a full team meeting

ASAP and

> bring her concerns to everyone. If she is not being given

direction by the

> teacher, it is probably because the teacher does not know what to

do. That is why

> every child has a professional TEAM: to have multiple heads to put

together and

> devise solutions. She has a right to meet with everyone on the

team. She may

> want to start with a formal meeting with the teacher and principal

or other

> supportive person in the school. It is not right to just go on

that same way day

> after day without advocating on behalf of the child. She should be

empowered to

> take appropriate, professional action. No one can tell her over

the internet

> what to do with this particular child in this particular situation

with only a

> tiny bit of information. She needs to convene the team. "

>

> You may not feel comfortable to ask for the above but watch for

the right

> time and express your concerns. It looks like you have been doing

one of the

> first things and that is observation. The next to collect data of

who, what,

> when, where, and what, write down what you see. What happens

before, during and

> after the behaviors you would like to change. Because you are

with him all

> the time you are going to be the most important part of this team

to let others

> know what is happening with this boy. Have you talked to his

mother about

> what works and how she does things with him? Parents are your

best resource

> also. Two sources I found were the back issues of Disability

Solutions which can

> be found at <A

HREF= " www.disabilitysolutions.org " >www.disabilitysolutions.org</A> .

The other site is <A HREF= " www.nau.edu/ihd/positive/ " >

> www.nau.edu/ihd/positive/</A>. Here you can find a paper

on " Positive Behavior Support An Overview

> of Positive Behavior Support. " One other site is the Adult Down

Syndrome

> Center site at <A

HREF= " www.advocatehealth.com/adultdown/pulbications.html " >www.advocat

ehealth.com/adultdown/pulbications.html</A>. There are

> several articles at this site others may find interesting also,

especially the

> one on " The Groove. " In it Dr. McGuire explains how they have

found that the

> people with DS need sameness, repetition and order in their lives.

>

> Lastly a book you can order through interlibrary loan at your

local library

> is Solving Behavior Problems in Autism -- Improving Communication

with Visual

> Strategies by A. Hodgdon, M.ED., CCC-SLP, Quirk

Publication. Sure

> you will get some ideas in reading this book.

>

> This boy is very lucky to have you there to help him. Good Luck.

>

> Louise in IL Mom of 41 DS, etc., and newly diagnosed with

autism.

>

>

>

>

[Guest guest]

SAra:

Why don't you download the last two issues of " Disability Solutions " for

some ideas? (www.disabilitysoutions.org/news.htm). They are volume 5 issues

4 and 5.

I think, first of all, your student is the victim of extremely low

expectations and lack of effective intervention.

Second, " controlling " him isn't conducive to learning. No child likes to be

" controlled " (this is in reference to the restraints).

Your student needs to be able to make sense of the environment around him.

He needs some visual tools to do that. When he won't go in a room, or has a

sit down strike, it is likely that he doesn't understand why he should go

in there--or that going in there isn't pleasant. Do you use visuals (photos

or symbols) to let him know where you are gonig and what you will do

there? All of this is explained in those two issues of the newsletter along

with some examples.

I would say the first place to start is to give this student some

transition schedules and some way to communicate what he wants that is more

universally understood than his gestural communication. But he *is*

communicating!! To find out what his most consistent messsages to you are,

take a closer look at when he hits, spits, and laughs. What is going on

just before, and what happens just after? Does he get more attention--even

if it is negative attention? Was he trying to get someone's attention? Is

he trying to get an object? Is he trying to interact? IT's tough to begin

to see these things as communication rather than " behavior, " but that's

exactly what you have to do in order to figure out how to meet his needs.

Just a few cents worth...

Joan

At 07:08 PM 9/14/2003 -0700, you wrote:

>Thank you for the reply. It helps to know that the restraints are useless!

>My student is non verbal he grunts once in a while but thats it. he

>doesn't shake his head yes or no to questions but he knows maybe four

>signs to play, more, eat , and please. He acts out by hitting or spitting

>and then laughing loudly, he also will just sit down and refuse to budge

>or refuse to go into certain rooms. He loves throwing the ball and

>listening to musicl loudly also clapping and doing the chicken dance,

>snaping fingers, and being bare foot, he also seems to love when i count

>to three and say GO. He is some what potty trained he wears pull ups and

>they are usually wet but he will also go on the tolit when brought to it

>he can pull them off and on by himself and we are working on flushing

>afterwards washing his hands and turning off the light. His favorite snack

>is either pudding or apple sauce, he can only eat purried foods because he

>has problems in his thoat that could cause him to choke

> easily! He gives absolutly no eye contact. they are in constant motion.

> any help is much appreciated, thanks. Sara

[Guest guest]

Congratulations Sara great job! A giant step today and many little ones

ahead. Louise

[Guest guest]

Hi Sara,

That is great news that everyone is coming around with you behind

this will encourage some brainstorming ideas together.

Oh my! I kinda feel awful reading about the child not receiving any

speech or language services. At the age of 14 y/o, what a shame and

this upsets me that the student was denied this or it was not

applied. No matter what type of teaching skills this should always

be applied for communication skills. My son was totally non-verbal

when he was younger. He had some one word phrase especially when he

wanted something with pointing or gestures and of course I did not

understand him but speech therapy was applied so that his brain

could process it. Visual supports has been a Godsend. Sign language

was included and music & play therapy. Just anything.

Thank God, that you were the chosen one to be there for him. I know

you have a book to read on but still do not hesitate on asking any

info from this list as its still good to hear any input of trials

and errors. Learning about the autism world is so overwhelming with

alot of information and still to this day no matter how many books

I've read. I still need to hear from everybody's experiences or

ideas.

I guess one of the main concern issue that needs to be addressed for

your student would be for him to feel comfortable and adapting in

listening, giving some type of eye contact " look at me " just so that

he understands that someone is willing to be there for him and once

he feels he is in a comfort zone that is when you can apply the

other areas needed. This is what happened with my son once he had

started ABA or discrete trials this summer and the therapist wanted

to concentrate first on pairing with reinforcers getting use to

working with her by getting him to make some eye contact & sit and

of course my son kept saying " no, no, no! " , trying to escape.

Once he gave eye contact then he was rewarded " good looking " he was

reinforce with his favorite stimming item. Second session he gave

eye contact when the session had begun by starting off with

the " Look at me " promting to the chair or floor, then it was still

getting him to sit, but " no, no, no! " , he yelled.

The therapist has him now sitting by manding,prompting etc. and of

course rewarded " good job sitting " and then given his stimming item.

This could also be applied slowly like the floor therapy depending

what or how you would like for your student to learn to sit down

face to face on the chair across from you or on the floor. Starting

out with several favorites items to use for reinforcement. If he is

yelling, screaming, no eye contact its still considered a form of

intentional communication. So its trying to shape the communication

into more useful and appropriate forms. Example, even while the

student is trying to escape from the chair, firmly place the child

back in the chair. No matter how many times in a row, holding a

reinforcer at eye level putting the other hand under students chin

to lift his chin up and trying to get him to look at you by saying

those words " look at me. "

A person doing this must have a heart and be calm in order for it to

work. Within time my son's behavior have subsided and to this day it

has become a structured routine.

Just wanted to share this to kinda of give you an idea what is

working for my son. I do know every individual are unique in there

own way but sometimes you never know and things could be applied or

modified around the child's skill levels.

Once your students behavior has cut down, then other structure

activities could be applied. As for the OT this could be worked down

the road if it needs to be addressed but in the mean time it will

not hurt to inquire information on the sensory issues just to

understand why a particular behavior is kicking in on your own than

once you get to know the student this is where you could bring it up

to the parents of what you've been working on so that they could

apply it towards his IEP goals. The main areas I do see that need to

be addressed are his behavior skills, self-help skills, &

communication skills.

A little tip when speech therapy is applied and written on the IEP

goals for ST never have one held on a Monday as most holidays fall

on that day.

Hope to hear some good news down the road.

Irma,15,DS/ASD

sites for future reference:

http://www.dltk-kids.com/

http://www.dltk-teach.com/minibooks/index.htm

http://www.dltk-teach.com/alphabuddies/index.html

[Guest guest]

Sara, how sad, I will remember him in my prayers. Let us know how he

progresses. Keep up your wonderful work. Louise

[Guest guest]

Poor guy, he's in our prayers too.

a

[Guest guest]

In a message dated 9/26/2003 7:27:16 PM Eastern Standard Time,

sara26love@... writes:

> My student has been out of school because of a surgery on his throat. the

> surgery was only a minor one but now it has turned major

Prayers Sara.

Gail :-)

[Guest guest]

In a message dated 10/1/2003 12:56:48 PM Eastern Daylight Time,

justinsmom87@... writes:

Hi DIane,

I have it. Do you have acess to a fax machine or can you receieve faxes

through your computer? Let me know & if not, I'll re-type it into email

format.

Love & hugs to my Batman,

Beth

Thanks, Beth. Someone sent me a website with it on it so I just copied it

from there. I started a special needs parent support group here (we have no such

group where I live until now!) that will meet for the first time on Thursday

night. I thought that reading the Welcome to Holland thing would be good to

open the meeting with. I'm getting nervous about it, worried that no one will

show, what will I say, etc, but I've spent so much time thinking about this and

praying about it and everything is falling together quite nicely so far that I

think that it will go okay. I hope!

Diane, Mom to Kody, age 7, precious and precocious who has Di Syndrome,

Hypogammaglobulinemia, epilepsy, asthma, chronic encopresis, and severe

cognitive regression. Also Mom to Arika age 16, Kaila, age 12, and Sami age 9

(she

happens to also be Dyslexic), and wife/soulmate to for 10 years.

check out my website: www.geocities.com/schmidtzoo/SNAK

[Guest guest]

Hi DIane,

I have it. Do you have acess to a fax machine or can you receieve faxes

through your computer? Let me know & if not, I'll re-type it into email

format.

Love & hugs to my Batman,

Beth

>From: SNAKpackmomma@...

>Reply-

>specialneedsawesomekids , ,

>vcfsef@..., vcfsfamilysupport

>Subject: Help!!!

>Date: Tue, 30 Sep 2003 16:56:40 EDT

>

>I need a copy of the Welcome to Holland article. Do any of you have it???

>Thanks!!!

>

>

>Diane, Mom to Kody, age 7, precious and precocious who has Di

>Syndrome,

>Hypogammaglobulinemia, epilepsy, asthma, chronic encopresis, and severe

>cognitive regression. Also Mom to Arika age 16, Kaila, age 12, and Sami age

>9 (she

>happens to also be Dyslexic), and wife/soulmate to for 10 years.

>check out my website: www.geocities.com/schmidtzoo/SNAK

>

>

>

[Guest guest]

Hey kelly,

Step one, break your book out of that box and read it! Then start

posting about your goals and how you are going to achieve them.

That's your homework for this week.

[Guest guest]

Thanks, I will be doing that for sure. I have even set a date in

my mind to begin the challenge. Thanks for the support. Kelley

> Hey kelly,

> Step one, break your book out of that box and read it! Then start

> posting about your goals and how you are going to achieve them.

> That's your homework for this week.

>

[Guest guest]

I hate that when that happens!!!!!!!

Dick

At 08:39 PM 8/13/04, you wrote:

Please

email me..Ive lost my address book and have to start

over!!!!

[Guest guest]

Liz,

I think you described them wonderfully!

Love ya,

Kiki

[Guest guest]

Mia,

Do you have Rashelle's body wrap? If you do, I would do that daily for a

minimum of 1 hour. I always see immediate results with it and I focus it

completely on my waist and my inner thighs. I did this the week before we

went to Disney World as my husband's company was sponsoring our trip there

and I knew that I would be meeting people that work for my husband. He's

proud of me no matter what but I wanted to make sure I looked well put

together. The wrap was just the little bit of extra I needed.

with love,

Jenni

Proud Air Force Mom!

May God guide and protect our troops!

Christian Air Force Mom and Dads Group

CAFMandD/

Support for women going through menopause.

seasons-of-life/

HELP!!!

> Hi Everyone,

>

> I need some quick advice. I have a big event coming up this weekend and I

> still don't like the way my outfit looks even though it looks better than

it

> did before (maybe i'm just being too hard on myself) but I literally still

> can pinch an inch on my " love handles " . I do my breathing every day and

> i've been doing the 6 week body makeover which makes me eat 3 meals and 2

> snacks and I also drink at least 100oz of water each day. Does anyone

have

> any advice on trimming down my midsection superfast in the next 4 days???

>

> Any help anyone can give is much much much appreciated!!

>

> Always Breathing,

>

> Mia

>

> _________________________________________________________________

> Don't just search. Find. Check out the new MSN Search!

> http://search.msn.click-url.com/go/onm00200636ave/direct/01/

>

>

>

>

> What can changing the way you breathe do for you? Everything!

> See why tens of thousands agree, Life Lift is the best!

http://www.oxygenzoo.com

>

[Guest guest]

In a message dated 8/17/2004 4:08:12 PM Mountain Daylight Time,

mial76@... writes:

Thanks again for all the wonderful tips...this is such an awesome support

group!!

You got that right Mia! I have been on boards that THINK they are

supportive, but they aren't. So many just want to be 'Queen Bee', and never

really

accept the newbies. That DOESN'T happen here!!!! :) Just one of the many

reasons I love coming here and continue to do just that. Rashelle, {our super

dooper, most awesom leader}, Jenni, both s, Liz, all of them are just so

wonderful. Hope you keep coming back...

Kiki

[Guest guest]

Hi Mia,

My 2 favorite oblique (love handle) exercises are the side stretch and

the an oblique

twist. Try doing these the next few days and see if they help.

The side stretch is the one that is on the BF tape. I do the LL breath

and while I'm holding my breath I reach my right arm up and over my head

reaching towards the opposite side for a good stretch. Don't forget to do

the other side. I usually do 5 on ea. side. When I 1st started doing

breathing exercises I lost first in the sides of my waist because of this

exercise.

The other one that I like is done while laying on my back with one knee

bent with that foot flat on the floor. The other knee is crossed over

that one like a man crosses his leg. I do the breathing and while I'm

holding my breath I reach the hand on the bent knee side over putting it

on the crossed knee and hold while I'm holding my breath for as long as

possible. I do 5 of these on each side.

Do these make any sense? I always worry that I don't explain them very

well. It would be much easier if you just came over to my house and I

showed you in person. :-)

If you don't understand my explanation please ask me again and I'll try

and do a better job.

Love, Liz

---

On Tue, 17 Aug 2004 13:38:04 -0400 " Mia L " <mial76@...> writes:

> Hi Everyone,

>

> I need some quick advice. I have a big event coming up this weekend

> and I

> still don't like the way my outfit looks even though it looks better

> than it

> did before (maybe i'm just being too hard on myself) but I literally

> still

> can pinch an inch on my " love handles " . I do my breathing every day

> and

> i've been doing the 6 week body makeover which makes me eat 3 meals

> and 2

> snacks and I also drink at least 100oz of water each day. Does

> anyone have

> any advice on trimming down my midsection superfast in the next 4

> days???

>

> Any help anyone can give is much much much appreciated!!

>

> Always Breathing,

>

> Mia

>

[Guest guest]

Thanks Kiki!!!

Love, Liz

---

On Tue, 17 Aug 2004 16:47:46 EDT KikiDee11@... writes:

Liz,

I think you described them wonderfully!

Love ya,

Kiki

[Guest guest]

You explain them fine Lizzy! Hugs, Connie

Re: HELP!!!

Hi Mia,

My 2 favorite oblique (love handle) exercises are the side stretch and

the an oblique

twist. Try doing these the next few days and see if they help.

The side stretch is the one that is on the BF tape. I do the LL breath

and while I'm holding my breath I reach my right arm up and over my head

reaching towards the opposite side for a good stretch. Don't forget to

do

the other side. I usually do 5 on ea. side. When I 1st started doing

breathing exercises I lost first in the sides of my waist because of

this

exercise.

The other one that I like is done while laying on my back with one knee

bent with that foot flat on the floor. The other knee is crossed over

that one like a man crosses his leg. I do the breathing and while I'm

holding my breath I reach the hand on the bent knee side over putting it

on the crossed knee and hold while I'm holding my breath for as long as

possible. I do 5 of these on each side.

Do these make any sense? I always worry that I don't explain them very

well. It would be much easier if you just came over to my house and I

showed you in person. :-)

If you don't understand my explanation please ask me again and I'll try

and do a better job.

Love, Liz

---

On Tue, 17 Aug 2004 13:38:04 -0400 " Mia L " <mial76@...> writes:

> Hi Everyone,

>

> I need some quick advice. I have a big event coming up this weekend

> and I

> still don't like the way my outfit looks even though it looks better

> than it

> did before (maybe i'm just being too hard on myself) but I literally

> still

> can pinch an inch on my " love handles " . I do my breathing every day

> and

> i've been doing the 6 week body makeover which makes me eat 3 meals

> and 2

> snacks and I also drink at least 100oz of water each day. Does

> anyone have

> any advice on trimming down my midsection superfast in the next 4

> days???

>

> Any help anyone can give is much much much appreciated!!

>

> Always Breathing,

>

> Mia

>