Michigan Votes Forum

Introduced in the House on April 21, 2005

Click here to view bill details.

I thought when you receive a Permit to Purchase, and the purchase was concluded, that the pistol then was required to be 'Safety Inspected' (Registered) by the Prime Law Enforcement agency, ie City Police, Sheriff, etc. Why do we need to burden the State Police with more paperwork which is being done at the local level. By the way, why not have the Secretary of State issure purchase permits and do safety inspections on pistols, and relieve the law enforcment of paperwork and allow them to enforce laws. Lets get with it!!!!!!!!!

This is just another attempt to make gun ownership and transfer burdensome. Hoplophobes don’t need reason or logic for their anti-gun activities.

the RI-61 is a 3 part and the last time I sold handguns one went to my local LEO, one I sent to the MSP and one I retained. I guess Lamar is just taking out the "Safety Inspection" and calling it what itreally is a "Registration".

HB 4650, 4651 (identical bill to 4650), and 4653 we're introduced to... Help me out here? Will someone, preferably in his home district, please give this man a copy of our state's constitution with Art 1, Sec 6 highlighted. FYI, "Hoplophobes", for those who aren't familiar with the term, are those with an irrational fear of weapons.

Instead of changing the confusing requirements for pistol sale and registration, the entire process should be eliminated. With the requirement for NICS approval, sale of pistols by dealers is already tightly controlled. If required, we could have a simple procedure for sale of pistols by private sellers, in which the dealer reports the sale to the local police or sheriff for approval or denial based on a background check. Beyond that, no registration or "safety check" is of any value. This bill should be scrapped and replaced by a bill to eliminate Michigan's pistol registration law.

As a citizen, I'd like more rights and not less. How long before we can get machine guns here? How long before we can have a "make my day" law? Where is the NRA?

Like catch criminals. Mr Lemmon must think that there is no need to catch criminals and the MSP needs to do that SAME paperwork twice. At a point in time when the State must trim budgets, Mr Lemmon feels that they should increase the volume of tasks for them to accomplish. Maybe he's thinking that if he can swamp the MSP with sales slips it will take them longer to process CPL fingerprints and WaCo won't be in such a hot seat for dragging their feet. Maybe we need to look at cutting Mr. Lemmon's budget and add some extra tasks to his job description, like cleaning the capitol's toilets, then he won't have time to come up with this kind of trash.

I don't think I've ever heard of a single crime that was solved because a registered gun was used. Anyone else? I agree -- we need to not only sink this bill, but abolish the whole registration hassle in the first place.

Why do we have people who evidently have never owned a gun making up laws regarding guns? It's like having someone who never drove making the drivers laws! Obviously, another idiot making laws he knows nothing about,someone this stupid should be IMMEDIATELY FOUND UNFIT FOR OFFICE. Duh, when you buy a gun the permit is already on file with the seller,the local police and the state police, what an imbecile. So what's this moron going to do USE MORE TAX MONEY TO PERFORM ANOTHER RECORD KEEPING STAT WHEN THE STATE POLICE ALREADY RECEIVE A COPY OF THE PURCHASE PERMIT , WHICH COMES IN TRIPLICATE?

lets cut out registration in the first place... it only leads to eventual confiscation, despite the vehement promises from the hopolophobes to the contrary. then lets cut out the "safety inspection"... i can't wait for someone to find something drastically wrong with a "safety inspected" gun. this implies that someone with a broad knowledge of weapons has given the weapon a thorough once over and pronounced it "safe"... i wouldn't want to be the name on the "safety inspection" sheet when that happens... you may as well ask them to "safety inspect" your car while you are at it. if it will make you feel better.

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Symptoms of Dyslexia Summary of Warning Signs DISCLAIMER: No two people with dyslexia are exactly alike because dyslexia ranges from mild to moderate to severe to profound. Some people with dyslexia also have AD/HD. Therefore, someone with dyslexia may not have every single symptom listed below. But they will have many of them. Professional testers look for a "constellation" or cluster of symptoms in the following areas. If someone struggles with spelling, is a slow reader who has a difficult time sounding out unknown words, and has difficulty getting their great thoughts down on paper in acceptable form, AND that person has 3 or more of these classic warning signs, it is worth getting that person tested for dyslexia. These problems are unexpected when compared to the person's proven abilities in other areas. NEW: One page summary sheet of the warning signs of Dyslexia. One is also available on the warning signs of ADD/ADHD. We will mail them to you, FREE. Just click here, then type in your home or work mailing address. NEW: Watch our "Could it be Dyslexia?" video online - FREE. Just click here to watch it online. Back to top Pre-school and kindergarten warning signs If three or more of these warning signs exist, especially if there is dyslexia or AD/HD in the family tree, the child should be tested for dyslexia when the child becomes five years old. Also, phonemic awareness games and other reading readiness activities should be done daily during the preschool years. delayed speech (not speaking any words by the child's first birthday. Often, they don't start talking until they are two, two-and-a-half, three, or even older.) mixing up sounds in multi-syllabic words (ex: aminal for animal, bisghetti for spaghetti, hekalopter for helicopter, hangaberg for hamburger, mazageen for magazine, etc.) early stuttering or cluttering lots of ear infections can't master tying shoes confusion over left versus right, over versus under, before versus after, and other directionality words and concepts late to establish a dominant hand May switch from right hand to left hand while coloring, writing, or doing any other task. Eventually, the child will usually establish a preferred hand, but it may not be until they are 7 or 8. Even then, they may use one hand for writing, but the other hand for sports. inability to correctly complete phonemic awareness task despite listening to stories that contain lots of rhyming words, such as Dr. Seuss, cannot tell you words that rhyme with cat or seat by the age of four-and-a-half difficulty learning the names of the letters or sounds in the alphabet; difficulty writing the alphabet in order Trouble correctly articulating R's and L's as well as M's and N's. They often have "immature" speech. They may still be saying "wed and gween" instead of "red and green" in second or third grade. Back to top Reading and Spelling People with dyslexia do not make random reading errors. They make very specific types of errors. Their spelling reflects the same types of errors. Watch for these errors: Reading: can read a word on one page, but won't recognize it on the next page. knows phonics, but can't—or won't—sound out an unknown word. slow, labored, inaccurate reading of single words in isolation (when there is no story line or pictures to provide clues) When they misread, they often say a word that has the same first and last letters, and the same shape, such as form-from or trial-trail. they may insert or leave out letters, such as could-cold or star-stair. they may say a word that has the same letters, but in a different sequence, such as who-how, lots-lost, saw-was, or girl-grill. when reading aloud, reads in a slow, choppy cadence (not in smooth phrases), and often ignores punctuation becomes visibly tired after reading for only a short time reading comprehension may be low due to spending so much energy trying to figure out the words. Listening comprehension is usually significantly higher than reading comprehension. directionality confusion shows up when reading and when writing b-d confusion is a classic warning sign. One points to the left, the other points to the right, and they are left-right confused. b-p, n-u, or m-w confusion. One points up, the other points down. That's also directionality confusion. Substitutes similar-looking words, even if it changes the meaning of the sentence, such as sunrise for surprise, house for horse, while for white, wanting for walking When reading a story or a sentence, substitutes a word that means the same thing but doesn't look at all similar, such as trip for journey, fast for speed, or cry for weep Misreads, omits, or even adds small function words, such as an, a, from, the, to, were, are, of Omits or changes suffixes, saying need for needed, talks for talking, or late for lately. Spelling: Their spelling is far worse than their reading. They sometimes flunk inventive spelling. They have extreme difficulty with vowel sounds, and often leave them out. With enormous effort, they may be able to "memorize" Monday's spelling list long enough to pass Friday's spelling test, but they can't spell those very same words two hours later when writing those words in sentences. Continually misspells high frequency sight words (nonphonetic but very common words) such as they, what, where, does and because—despite extensive practice. Misspells even when copying something from the board or from a book. Written work shows signs of spelling uncertainty--numerous erasures, cross outs, etc. Back to top Handwriting Dysgraphia Also known as a visual-motor integration problem, people with dyslexia often have poor, nearly illegible handwriting. Signs of dysgraphia include: Unusual pencil grip, often with the thumb on top of the fingers (a "fist grip") Young children will often put their head down on the desk to watch the tip of the pencil as they write The pencil is gripped so tightly that the child's hand cramps. The child will frequently put the pencil down and shake out his/her hand. Writing is a slow, labored, non-automatic chore. Child writes letters with unusual starting and ending points. Child has great difficulty getting letters to "sit" on the horizontal lines. Copying off of the board is slow, painful, and tedious. Child looks up and visually "grabs" just one or two letters at a time, repeatedly subvocalizes the names of those letters, then stares intensely at their paper when writing those one or two letters. This process is repeated over and over. Child frequently loses his/her place when copying, misspells when copying, and doesn't always match capitalization or punctuation when copying—even those the child can read what was on the board. Unusual spatial organization of the page. Words may be widely spaced or tightly pushed together. Margins are often ignored. Child has an unusually difficult time learning cursive writing, and shows chronic confusion about similarly-formed cursive letters such as f and b, m and n, w and u. They will also difficulty remembering how to form capital cursive letters. Back to top Quality of Written Work People with dyslexia usually have an "impoverished written product." That means there is a huge difference between their ability to tell you something and their ability to write it down. They tend to: avoid writing whenever possible write everything as one very long sentence not understand that a sentence has to start with a capital letter and end with punctuation be confused about what is a complete sentence versus a fragment misspell many words—even though they often use only very simple one-syllable words that they are "sure" they know how to spell take an unusually long time to write, due to dysgraphia have nearly illegible handwriting, due to dysgraphia use space poorly on the page; odd spacing between words, may ignore margins, sentences tightly packed into one section of the page instead of being evenly spread out do not notice their errors when "proofreading." They will read back what they wanted to say, not what is actually on the page. Back to top Directionality Most dyslexic children and adults have significant directionality confusion. Left-Right confusion: Even adults have to use whatever tricks their mother or teacher taught them to tell left from right. It never becomes rapid and automatic. A common saying in household with dyslexic people is, "It's on the left. The other left." That's why they are b-d confused. One points to the left and one points to the right. They will often start math problems on the wrong side, or want to carry a number the wrong way. Up-Down confusion: Some children with dyslexia are also up-down confused. They confuse b-p or d-q, n-u, and m-w. Confusion about directionality words: First-last, before-after, next-previous, over-under Yesterday-tomorrow (directionality in time) North, South, East, West confusion: Adults with dyslexia get lost a lot when driving around, even in cities where they've lived for many years Often have difficulty reading or understanding maps. Back to top Sequencing steps in a task Learning any task that has a series of steps which must be completed in a specific order can be difficult. That's because you must memorize the sequence of steps, and often, there is no logic in the sequence. These tasks are usually challenging for people with dyslexia: Tying shoelaces: this task not only has a series of steps, but many steps have directionality as part of them. Many children do not master this task until they're teenagers. Printing letters: the reason they form letters with such unusual beginning and ending points is that they can't remember the sequence of pencil strokes necessary to form that letter. So they start somewhere and then keep going until the letter looks approximately right. Doing long division: to successfully complete a long division problem, you must do a series of five steps, in exactly the right sequence, over and over again. They will often know how to do every step in the sequence, but if they get the steps out of sequence, they'll end up with the wrong answer. Touch typing: learning to touch type is an essential skill for people with dysgraphia. But it is usually more difficult (and requires much more effort) for a dyslexic child to learn to type. Not only are the keys on the keyboard laid out in a random order (which requires rote memorization). Back to top Rote memory of non-meaningful facts Memorizing non-meaningful facts (facts that are not personally interesting and personally relevant) is extremely difficult for most dyslexic children and adults. In school, this leads to difficulty learning: Multiplication tables Days of the week or months of the year in order Science facts: water boils at 212 degrees Fahrenheit, the speed of light is 186,000 miles per second, etc. History facts: dates, names, and places. Dyslexic students do well in history classes that emphasize why some event happened, and the consequences of that event, rather than rote memorization of dates and names. Back to top Telling time on a clock with hands People with dyslexia have extreme difficulty telling time on a clock with hands: When asked what time it, they may say something ridiculous, such as, "It's ten past quarter to." They may be able to tell whole hours and half hours (5:00, 5:30, etc.) but not smaller chunks, such as 5:12. Concepts such as before and after on a clock are confusing. Therefore, time arithmetic is impossible. Getting them a digital clock only helps a little bit. Now they can tell what time it is at the moment, but if you tell them to be home in 15 minutes, they can't figure out when that would be. Back to top Extremely messy bedrooms People with dyslexia have an extremely difficult time organizing their belongings. They tend to pile things rather than to organize them and put them away. It is almost as though if they can't see item (if it is behind a door or in a drawer), they will forget where it is. So they have extremely messy bedrooms, lockers, desks, backpacks, purses, offices, and garages. Back to top Math Difficulties People with dyslexia are often gifted in math. Their three-dimensional visualization skills help them "see" math concepts more quickly and clearly than non-dyslexic people. Unfortunately, difficulties in directionality, rote memorization, reading, and sequencing can make the following math tasks so difficult that their math gifts are never discovered. Memorizing addition and subtraction facts Memorizing multiplication tables Remembering the sequence of steps in long division Reading word problems Copying an answer from one spot to a different spot Starting a math problem on the wrong side Showing their work They often "see" math in their head, so showing their work in almost impossible. Doing math rapidly They often excel at higher levels of math, such as algebra, geometry, and calculus—if they have a teacher who works around the math problems caused by their dyslexia. Back to top Co-existing Conditions Attention Deficit Disorder (with or without Hyperactivity) Attention Deficit Disorder is a completely separate condition than dyslexia. However, research has shown that at least 40% of people with dyslexia also have AD/HD. Light Sensitivity (Scotopic Sensitivity) A small percentage (3% to 8%) of people with dyslexia also have light sensitivity (sometimes called scotopic sensitivity). These people have a hard time seeing small black print on white paper. The print seems to shimmer or move; some see the rivers of white more strongly than the black words. These people tend to dislike florescent lighting, and often "shade" the page with their hand or head when they read. Colored plastic overlays and/or colored lenses can eliminate the harsh black print against white paper contrast, and may make letters stand still for the first time in someone's life. However, the plastic overlays or colored lenses will not "cure" dyslexia, nor will they teach a dyslexic person how to read. Back to top Significant Strengths of people with dyslexia Although their unique brain architecture and "unusual wiring" make reading, writing, and spelling difficult, most people with dyslexia have gifts in areas controlled by the right hemisphere of the brain. The right side controls: artistic skill athletic ability musical ability mechanical ability people skills 3-D visual-spatial skills vivid imagination intuition creative, global thinking curiosity Back to top Good careers for people with dyslexia You'll find people with dyslexia in every field. However, many excel and become "super stars" in the following fields: architecture interior or exterior design psychology teaching marketing and sales culinary arts woodworking carpentry performing arts Back to top athletics music scientific research engineering computers electronics mechanics graphic arts photography

is it because i advocate cutting a program that has stood in the way of the law abiding citizen instead of the scofflaw? or is it because i used big words?

Didn't notice!

what does dyslexia have to do with this law?

:)

so, what part of what i said didn't anon. get?

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lets work on these... common law/common sense

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i may be dyslexic, if the messy bedroom thing is any indicator... but then again, a clean, organized desk is a sign of a sick mind.

anonymous citizen... i wish more folk would choose names, can't tell the players without a program...

statement about clean desk and sick mind

fewer rights now. Scary!

a partial convert to the crazycajun school of self defense... i'm glad i'm not the only one who noticed...

Whistleblower?

work for the government????? hmmm.... taking notes???

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taxpayer money. Department of ed

maybe convert was a lot strong... just glad you are listening... and not calling folks awful names. now, what don't you agree with?

if i'd say that too loud around here, ed. no wonder you want to remain in cogneto...

it wasn't awful. I use this website with my class.

maybe i can stop by and audit your class for a few extra 'continuing education' credits towards my next academy.

It's the system itself that needs tweaking and the alphabet is ****. It's not a blame game. That'll get us nowhere. Republicans bash the teachers and unions, but I think there are solutions. I'm not trying to narc on anyone. I just think dyslexics aren't getting a fair shot. Teachers weren't trained in this stuff, you know. Couldn't we replace that one college class where teachers have to listen to the professor praise some founding educator? Replace it with dyslexia training or something.

They know how a bill becomes a law, find newspaper articles for all levels of government, bill watch. These kids are sophisticated. Technology is great when it works.

now, what about the class that starts out with the professor asking what your political leanings are... THAT one could be cut too... you should see how they look at you in political science classes when you walk in dressed in uniform.

become bills or laws. They seem pretty open-minded if you just ask nicely, and you're bashing our state government like crazy.

i think of how much further i could have gone if computers and the internet would have arrived twenty years or so earlier. keep asking the tough questions and expecting the right answers. make them think for themselves.

That's like askin' if you have kids at an interview.