The greatest good for the greatest number.

I managed to retrieve my soursesense blog for future reference and for new readers interest.





Kind Wishes
Judit

Ó lá go lá, mo thuras, An bealach fada romham, Ó oíche go hoíche, mo thuras,na scéalta nach mbeidh a choích'.

From day to day, my journey,
The long pilgrimage before me.
From night to night, my journey,

The stories that will never be again.

...No day, no night, no moment
Can hold me back from trying...




'One day, one night, one moment
My dreams could be tomorrow
One step, one fall, one falter
East or west
Over earth or by ocean
One way to be my journey
This way could be my Book of Days'

Φ Segment from...Conductive Pedagogical Renaissance Series

Success

“To laugh often and much;
To win the respect of intelligent people and the affection of children;
To learn the appreciation of honest critics and endure the betrayal of false friends;
To appreciate beauty, to find the best in others;
To leave the world a bit better, whether by a healthy child, a garden patch or a redeemed social condition;
To know even one life has breathed easier because you have lived. This is to have succeeded.” R.W. Emerson

Footnote

“To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment.”

Ralph Waldo Emerson

Conductive Pedagogical Renaissance Series

5th-7th June 2009

Web: http://www.szathmarytc.com/

Download application form:

http://www.szathmarytc.com/media/Application_Form_Conductive_Pedagogical_Renaissance_Series_1.pdf

Conductive Pedagogical Renaissance Series 3-Day Intensive Course.

New dates 5th-7th June 2009 Reawakening Professor András Petö’s Conductive Pedagogy
3-Day Intensive Introductory workshop designed by Judit Szathmáry
Depending on numbers, the course will be held either at the CE Support Centre or at Brockenhurst Collage next door.


The 3-Day Intensive Introductory workshop, which is part of the Foundation Module offers serious students, a powerful and intensive course, to enrich your understanding and enhance your practical application skills.

The majority of students who enrol to my courses came to the conclusion that they need deeper understanding of the Petö System to enable them to support people on a more profound level.
The highly differentiated pedagogy and curriculum focus on nurturing the whole person thereby fostering personal and professional transformation.

The lectures in this specialised module will provide delegates with a sound theoretical base and will give practical user friendly advice to create essential structures that will promote the overall learning and development of people whose life have been affected by neurological conditions.

Course Fee:
£360 per person
Fee inclusive of lunch and refreshments.

This Specialised Module has been designed for any person who is supporting individuals with neurological and related disabilities either in rehabilitation, educational or home environment. This includes managers,parents, conductors,teachers, therapists, support assistants and support staff.

No specific pre-requisite required.

To reserve your place, please contact Judit Szathmáry at the
Conductive Education Support Centre,
2, Bridge Farmhouse,
Lyndhurst Road,
Brockenhurst,
Hampshire, S042 7TR, UK.
Tel:(01590) 622 929
Mobile: 07967 19 44 33
Web: http://www.szathmarytc.com/



For further information and application form please visit:

http://www.szathmarytc.com/media/Application_Form_Conductive_Pedagogical_Renaissance_Series_1.pdf
http://www.szathmarytc.com/

http://www.szathmarytc.com/courserequest.php?courseid=278

http://sourcesense0.blogspot.com/2009/03/conductive-pedagogical-renaissance.html

♥ ♥ ♥

Michio Kaku: "Physics of the Impossible" Theoretical Physicist, Professor, Bestselling Author, Populariser of Science

“If you have a stroke victim somebody who is paralysed, cannot talk to their parents or nobody, like a vegetable.We can now put a chip into their brain, connect that chip to a laptop and they can move the curser and play video games.
These people are paralysed, they can write e-mails, answer e-mails and surf the web.”

'As a co-founder of the String Field Theory, Michio Kaku explores to what extent technologies and devices deemed impossible today might become commonplace in the future. Listen in as Michio takes viewers on an exciting scientific tour beyond science fiction, fantasy, and magic. Never before has a physicist put pen to paper and explored the vast realm of human and scientific possibility on so grand a scale.'



The aim of Sourcesence is to shift the focus from the often unsatisfactory answers we might get to our quests, by widening the lens of observation when looking at the health, well being, growth and development of human beings. I merely wish to inspire, empower and encourage readers to seek ‘within’ and find answers for themselves.

This posting is a tribute to my late father…

Conductive Pedagogy… ‘Foundation Module’ lecture note segment.

“It is one of the most beautiful compensations of this life that no man can sincerely try to help another without helping himself.”
~Ralph Waldo Emerson


The base of our work relies on the fundamental understanding that during every single part of our work an active exchange has to take place.

It is a teaching and a learning experience for all involved… teachers and pupils…

This interpersonal element involves learning to understand one’s self and each other in the context of a group, culture, or social setting.

Activities and programmes are diffused with cooperative group activities, value clarifications, moral dilemmas, and aesthetic responses.

During all exchange the intrapersonal element is also taken into account, which involves one’s emotions and intuition.

In dealing with emotions, we learn to identify feelings, and then connect them to external events or situations.

Learning to listen to our intuition teaches us how to use its general impressions and our sense of knowing apart from logic and emotion.

It is defined as simply honoring the inner while ascertaining ideals and values. We look for symbols, images, and impressions and then assign meaning to them.
Expression is given to what is discovered, through art, music, movements, drama, poetry and small group discussions where we are engaged in honest dialogues on what ever level and ways it might be able to take place.

Exploring and integrating the Human principles into the programmes, we seek to learn to know others and ourselves within the context of humanity.

All of our programmes are meaningful and activities are designed to increase understanding, and to move pupils forward while they are learning to connect to each activity on a personal level.

These activities are always aimed to make connection with the pupils’ inner and outer life, to promote a greater understanding of self and the understanding of others while becoming more and more self contained and independent in every day life.

© 2009 Szathmary Training & Consultancy

http://www.szathmarytc.com/

http://sourcesense.blogspot.com/2009/04/conductive-pedagogical-renaissance.html

'Could the marriage of science and spirituality answer the deepest mysteries of our past, while solving the problems that threaten our future? '

…” So, when we got to the Institute he summoned together people in high positions. An exchange of views took place between them about how legally protect those who recovered from their conditions so they would still be able to work.
…This meeting went on from nine in the morning till the afternoon… I had run to fetch Marika and then we went in. I stopped in the doorway and looked at him: he looked very unwell. ‘Well I have sorted that out’ he said.
...The two of us sat there and drunk our coffees. Suddenly he looked at me, stood up from his chair and came over to me, his skin had a strange colour, and he said: ‘Oh Ili, I am going to die.’ He sank into the armchair, falling forward. I put his medicine under his tongue but in vain. It was too late.” Memoirs of the beginning of Conductive Pedagogy and András Petö by Dr. Judit Forrai,Page 96

'Could the marriage of science and spirituality answer the deepest mysteries of our past, while solving the problems that threaten our future? A growing body of evidence suggests that the answer to this question is an empowering “YES!”'
Gregg Braden















From the book titled: Memoirs of the beginning of Conductive Pedagogy and András Petö by Dr. Judit Forrai
page 72-74
Uj Aranyhid, Budapest and the Foundation for Conductive Education, Birmingham 1999


“…As I said he was good at everything. He knew homeopathy, he knew medicinal herbs. During the war he was mostly buried in libraries, studying mysticism. He studied Jewish, Islamic and Christian mysticism, as well as Hindu.

… He kept himself busy with science and mysticism of Tibet but not with any traditional European methods.”
Interview with Dr. Miklos Kun

“…Petö was a student of Rudolf Steiner’s work. He had studied it for long time. He knew his philosophy, his pedagogy and his curative education. Petö carried Judaism and Christianity within himself but in his manifestations he showed himself to be most closely related to Buddhism. He would suggest books to read on this topic.”
Tamas Vekerdi: Almok es lidercek. Budapest 1992. T-Twin

“…I believe that Petö didn’t believe in his own strengths. He believed that there were sometimes forces at his disposal if he had to heal a particular patient in whose destiny it was written that he would be healed. I also felt that such forces were available to him. But he didn’t believe that the force was his own, rather that it was some superior cosmic force….”
Interview with Ilona Szekely

Reference

Forrai, J. (1999) Memoirs of the beginnings of Conductive Education and András Pető, Budapest and Birmingham, Uj Aranhíd and Foundation for Conductive Education

'Paidagōgeō'...The science or theory of educating, the Conductor and "The living Matrix"-

'The word comes from the Greek παιδαγωγέω (paidagōgeō; from παίδ paíd: child and άγω ágō: lead; literally, "to lead the child"). In Ancient Greece, παιδαγωγός was (usually) a slave who supervised the education of his master’s son (girls were not publicly educated). This involved taking him to school (διδασκαλείον) or a gym (γυμνάσιον), looking after him and carrying his equipment (e.g. musical instruments).[3]
The Latin-derived word for pedagogy, means good learning styleseducation,[4] is nowadays used in the English-speaking world to refer to the whole context of instruction, learning, and the actual operations involved therein, although both words have roughly the same original meaning. In the English-speaking world the term pedagogy refers to the science or theory of educating.[5] The late Malcolm Knowles reasoned that the term andragogy is more pertinent when discussing adult learning and teaching. He referred to andragogy as the art and science of teaching adults.'
Pedagogy...From Wikipedia, the free encyclopedia
http://en.wikipedia.org/wiki/Pedagogy


Rowan Atkinson - 'The Conducter':)))


'Conductor
A conductor is a material that allows electricity to move through it easily. That is, it is a material with low electrical resistance, one in which a fairly small voltage will produce a fairly large current. The opposite of an insulator.

Insulator
An insulator is a material that electricity has a hard time moving through, if it can at all. For a true insulator it takes a very high voltage to produce any current at all, and that often results in damage to the insulator. The opposite of a conductor.

Ohm
The Ohm is the unit of electrical resistance.'
Glossary of technical terms: http://www.mos.org/sln/toe/glossary.html


"The living Matrix"-


Special London Screening -13th May
Wednesday at 8:00 p.m. Tickets - £11.50. Holiday Inn, Kensington Forum, 97 Cromwell Road, London, SW7 4DN.

http://www.thelivingmatrixmovie.com/

CHALLENGE ME! TM SPEECH AND COMMUNICATION CARDS

The cards are designed by Amanda Elliott senior Conductor, one of the first graduates of the National Institute of Conductive Education. Now available to order!
'Speech and language skills are a vital part of being able to communicate with others and express one's own needs. The Challenge Me!™ Speech and Communication Cards provide fun and dynamic challenges for children aged 3-12 with any form of speech problem, whether this is a severe problem which is related to a motor disability or a general delay in speech. This set of beautifully illustrated full-colour cards with accompanying instruction booklet will be an ideal creative tool for parents and professionals working to improve a child's speaking skills.
The cards provide a variety of fun activities designed to improve breathing techniques and use of speech apparatus such as the mouth, tongue and nose; control extra salivation; moderate volume, tempo, rhythm and intonation of speech; and improve sound production and clarity of words and sentences. The 32 page booklet provides guidance for using the cards, with background information about teaching speech and communication to children and ways to use the cards most effectively. The author also gives tips for improving speech and language in everyday life.
These user-friendly activities will make speech training enjoyable for both children and their facilitators and are great for use in the classroom, at home, on a one-to-one basis or with a group of children.'

The cards are £19.56 +£2.75 postage and packing to the UK (Orders from abroad, please e-mail mandy@conductive-educationsupport.com)

If you would like to place an order please write to Mandy or call her on: +44 7966 431 861.

Transparent Businesses and Conscious Capitalism

'As the structures of modern society crumble, is it enough to respond with the same tired solutions? Or are we being called to question a set of unexamined assumptions that form the very basis of our civilization?'

http://www.globalonenessproject.org/

'Conductive Education: it’s magic Some serious points here'...

As the blind Al says in his speech…’Killing the very spirit this institution proclaims to instil.
There is nothing like a sight of an amputated spirit, there is no prosthetic for that…’





Can you feel it?...

CONDUCTIVE WORLD:
Conductive Education: it’s magic
Some serious points here
By Andrew Sutton

http://www.conductive-world.info/2009/04/conductive-education-its-magic.html

Previously published Sourcesense' related clips to this subject:

http://sourcesense.blogspot.com/2008/10/peaceful-warrior-bridge-slow-motion.html

http://sourcesense.blogspot.com/2008/10/focus-on-solution-not-problem.html

http://sourcesense.blogspot.com/2008/10/patch-adams-bedside-care.html

http://sourcesense.blogspot.com/2008/11/evelyn-glenniehow-to-listen-to-music.html

http://www.szathmarytc.com/media/who-would.html

Remembrance of the late Marion Fang...

The University of Hong Kong

"The Public Orator Professor Lee Ngok, M.A., PH.D., Dip.Ed., wrote and delivered the following citation:
In the early 1950’s, Hong Kong benefited greatly from the influx of Shanghai textile industrialists. It also received the Fang family which has made significant contributions to the civil service, Medicine, Art, and Education.

Marion Fang Sum Suk dedicated 35 years of her active career to education, ten in a secondary school and 25 in a special one. Her schooling reflects strong Hong Kong-Shanghai ties, including a first degree from Fudan University.

On receiving a Diploma in the education of physically handicapped children from the Institute of Education in London, Marion Fang was ready to carry the torch for the underprivileged. Mr. Chancellor, in honouring our torch bearer today, we are recognizing the efforts of those who unflaggingly and tenaciously strive to provide better living and leisure skills to the mentally and physically handicapped.

As Founder-Principal of the John F. Kennedy Centre in 1967-1991, Marion Fang introduced a team approach to rehabilitation, developed a special curriculum which combined therapy with education, initiated special education for teacher training and organized the Hong Kong Special Schools Council.

Above all, she was responsible for introducing to Hong Kong the Hungarian Peto-System which takes a combined educational-therapeutic approach to treating neurologically impaired people. It advocated a holistic and integrative way to call upon physiotherapists, occupational therapists, child care workers and special school teachers to work in a trans-disciplinary environment.

Marion Fang firmly believes in congenial interaction between handicapped and conductive education specialists, which can create opportunities for the former to get on with the rest of their lives, something that conventional physiotherapy and occupational therapy have little track record to show.
In recognition of her work in rehabilitation and special education, she was appointed Justice of the Peace in 1979 and made a Member of the Order of the British Empire in 1988.

Her expertise in often sought after by Rehabilitation International, the World Health Organization and the United Nations Children Fund. Recently, the Tongji Medical University conferred on her an Honorary Professorship.

Mr. Chancellor, Marion Fang reminds us that there is no concrete programme on how to strengthen networks of social support for visceral disabilities irrespective of the Governor’s emphatic reference to the need of the disabled and their families in his last speech to the Legislative Council. To her, the establishment of a Community Rehabilitation Network is vital.

Voluntary help from professional bodies and the need to educate the public to accept the chronic patients as an integral part of the community are essential to the success of the Network.

Whilst patients with disabilities are encouraged to help themselves, families should also be urged to participate fully in the programme. Quality of life for them includes the ability to be part of the workforce after re-training.

Life has not proved to be any easier after retirement. The need for funding, the urge to rally greater moral and fiscal support, all galvanize Marion’s energy into lobbying, elbowing, and jostling in the interest of the handicapped.

In the hue and cry for human rights and equal opportunity, she does not see why the handicapped should not be encouraged to develop their artistic talents. She eagerly awaits good news from the Arts Development Council. Indeed, ‘Arts with the Disabled’ is now a well-recognized trend in Hong Kong.

Through observation, performance and participation, she is certain that they can enhance their self-awareness and self-confidence, especially when the able and the disabled work, act and create unique forms of art together.

To our locomotive of rehabilitation, the greatest booster to her work is when she feels mothers’ relentless love and care for their handicapped children. She is at the same time saddened by the news of broken homes when the father leaves the family that direly needs support. So much to do and never enough time or resources.

Marion Fang advocates more legislation, greater care from the community, better education for the disabled in both ordinary and special schools, and opportunities for them to show their artistic talents like ordinary people. No doubt, our crusader will strive harder in promoting her good cause. Mr. Chancellor, for her unselfish dedication to work for the disabled, I commend to you Marion Fang Sum Suk for the conferment of the Degree of Doctor of Social Sciences, honoris causa."

Copyright © 2009 The University of Hong Kong. All rights reserved.


http://www3.hku.hk/hongrads/index.php/archive/citation_detail/233

Jockey Club Marion Fang Conductive Learning Centre Hong Kong

The following link is a beautiful film about Dr. Marion Fang’s lifework in pictures. She was a hard worker, but always did everything with elegance and style.
I had tears in my eyes when I discovered that 'little old Judit' amongst the pictures of the Public Seminar on Conductive Education.

http://www.sahk1963.org.hk/HO_eng/common/FCKeditor/UserFiles/File/news/31/Dr_Fong_2.wmv

References

http://books.google.com/books?id=YgO1F2yqszkC&pg=PA120&lpg=PA120&dq=Dr+Mrion+Fang&source=bl&ots=uitFsgDnMD&sig=Ulcvkv5Y34zcBtd_b2TsHpPIrX0

♥ ♥ ♥

http://ce-library.blogspot.com/2009/01/conductive-education-classics-no3.html

http://sourcesense.blogspot.com/2009/04/remembrance-of-late-marion-fang-from.html

Determination

“A hidden connection is stronger than an obvious one.” Heraclitus





“There is nothing permanent except change.”
Heraclitus

Sir Ken Robinson: Do schools kill creativity?

Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.





Sir Ken Robinson is an internationally recognized leader in the development of creativity, innovation and human resources. He works with governments, corporations, educational systems and cultural organizations throughout the world on the creative challenges facing business and education in the new global economies. The UK Government invited Robinson to establish and lead a national commission on creativity, education and the economy...

Conductive Pedagogical Renaissance Series

Foundation Module
12th-14th April
8th – 10th May
22nd –24th May

Reawakening Professor András Petö’s Conductive Pedagogy

3-Day Intensive Introductory workshop
designed by Judit Szathmáry


The 3-Day Intensive Introductory workshop, which is part of
the Foundation Module offers serious students, a powerful and intensive course, to enrich your understanding and enhance your practical application skills.

The majority of students who enrol to my courses came to the conclusion that they need deeper understanding of the Petö System to enable them to support people on a more profound level.
The highly differentiated pedagogy and curriculum focus on nurturing the whole person thereby fostering personal and professional transformation.

For further information and application form please visit:

http://www.szathmarytc.com/

http://www.szathmarytc.com/courserequest.php?courseid=247

http://sourcesense.blogspot.com/2009/03/conductive-pedagogical-renaissance.html

♥ ♥ ♥

Remembrance of the late Marion Fang... From Driver to Therapist to Orphanages: Conductive Education Spreads from Hong Kong throughout China.

The picture was taken during the reception at The Houses of Parliament hosted by Rehabilitation International when Marion received her Honorary Conductor status. Marion sent me a personal invitation for this event to share her joy. In my next posting I will write about my work and my meetings with some really special people in Hong Kong.

http://www.disabilityworld.org/04-05_02/children/china.shtml


Remembrance of the late Marion Fang... From Driver to Therapist to Orphanages: Conductive Education Spreads from Hong Kong throughout China
By Barbara Kolucki

"It looks like a typical special school in many ways: lots of children with a variety of physical and other impairments, lots of caring and working adults. One sees some self-help activities, a little speech therapy, physical exercises, etc. But every time I am exposed to Conductive Education (CE), especially in Hong Kong ñ it just gets better and better and I want the world to see and practice what I have just seen.

Conductive Education originated in Hungary in 1945 where its founder, Professor Andras Peto, achieved remarkable results with children and adults with a variety of neurological and physical impairments. It is a holistic and humanistic model where "rehabilitation" is directly linked to function in activities of daily living. It is applied from infancy to adolescence to old age and is based on the philosophy of "unity of mind and body".
The underlying philosophy of Conductive Education (CE) is that it perceives the disabilities of a neurologically-impaired person to be problems of learning. Rehabilitation is therefore seen as an educational task. CE addresses and integrates cognitive, motor, personal care, psychosocial and communication skills ñ these are not addressed one at a time. And these domains are integrated whether one is working with young child in a school/curriculum setting or with an older person in rehabilitation/vocational setting ñ it is one of the few longitudinal systems that practice a life-cycle approach to rehabilitation.
A description of how this works in a Centre for infants and young children in Hong Kong follows. The Jockey Club Conductive Learning Centre in Hong Kong In Hong Kong, I recently visited the Jockey Club Conductive Learning Centre (CLC). Ms. Clare Cheng, a physiotherapist by profession, is the Superintendent.
There are 32 preschool children at the CLC. Some of the children are boarders and go home on weekends. Others return to their families everyday. The goal of the CLC is to reach these children as early as possible as well as to provide a model to their parents and other caregivers of practical, integrated, doable actions that can be facilitated throughout the entire day with their children.
Another goal is to serve as a demonstration centre for professionals who are or will be working with children with neurological impairments. Every single person employed by the CLC is part of the team. Many parents are there at least for part of the time with their children. So one might see a group of eight children, each with an adult nearby, facilitating a physical skill like walking or standing. Each adult is encouraging a child, singing along with them, reinforcing the child's efforts and assisting when needed.

The heart of CE is teamwork and the array of adults involved is quite diverse. They are a mix of a speech therapist, an early childhood teacher, a driver, a physical therapist, the ëamah' (cleaning woman), and a few parents.

Each person is responsible for the success of the CLC and its commitment to children and their families. Each knows not only the schedule for the day but they also understand the philosophy and practice of Conductive Education. So, for example, after the driver makes his rounds, he joins a group of children. And after the children's lunch is prepared, the cook sits with a group of children and adults and facilitates an activity. During the job interview, this unique arrangement is clearly presented as part of every job description.

Everyone works together as a team. And honestly, one could not tell the difference between the driver or ëamah' and the physical or occupational therapist. So what one sees is a lack of labeling of children and staff. One sees staff of every level helping each other out.

Helping a child is not dependent on education level, degree or status. One sees animation in the faces of the adults and the effects of this animation. It is not the physical or cognitive skill being taught it is the look in their eyes as they motivate the child.

One sees life as inter-connected and holistic as it really is and can be. One can see children learning to lift their arms while singing a song about how well they are growing. Or a child learning the "big" words about her or his disability while showing one another how confident and skilled they are walking across a ladder that is lying on the floor.

One sees a very good start in the lives of these children. As Ms. Cheng states "CE is not about controlling movement, but about gaining confidence, self-esteem and greater independence, offering people more control over their lives.


Living it up in London town are Lord Morris, the world's first Disability Minister, Marion Fang of Hong Kong, there to receive her award for introducing conductive education to China, and Lord Ashley, long a parliamentarian specializing in deafness and disability issues.

Spreading the Word in the People's Republic of China
I also had a meeting with Ms. Sheila Purves, Project Director of the Hong Kong WHO Collaborating Centre, that has been promoting Community Based Rehabilitation and CE work in Mainland China. This work was inspired by Dr. Marion Fang and the intensive work of Sister Joan O'Connor, both pioneers of CE in Hong Kong. All three individuals started introducing CE into CBR work in the early 1990s. However, it was formally introduced to Mainland China in April of 1997 with the conception and funding of the "Starter Kit Project."

The aims of this project were to:

Promote understanding of disability and rehabilitation to medical professionals, administrative and front-line staff working with disabled children and their families, both in institutions and communities

Cultivate a key group of local resource persons in China who can reach, consult, and promote Conductive Education and appropriate rehabilitation practice

Train a large group of child-care workers and teachers throughout China, who will gradually build good practice models, where others can visit and learn

One particular target group for CE in China has been children's orphanages, called children's welfare homes. Many infants and young children with disability are often found in these homes. Sheila and her team found that CE was welcomed by the staff. They enjoyed working with groups of children and were soon able to see results in some physical abilities but also in the personalities of the children. The children love the songs and movement; they soon learned each other's names and had little competitions among themselves.
The rooms and children changed ñ from lonely and sad children that were often left in beds or tied to stools ñ to a room full of active, interacting children and proud, if not exhausted staff!

Sheila admits that one of the biggest challenges was to persuade administrative staff that this was worth all the trouble, change and training. Gradually they understood that the whole point is that the CE programme is integrated into the existing daily routine.
This meant that getting out of bed, going to the dining room, using the toilet, brushing your teeth ñ are all part and parcel of "rehabilitation". So nothing ñ and yet everything changed.

Expansion of the model

In some instances, an enthusiastic Director of orphanages and homes for children with disabilities initiated CE after attending a rehabilitation course in the mainland of China or in Hong Kong.

This was the case, for example, at the Beijing Children's Welfare Institute. Director Wang Cheng-guang has motivated staff, upgraded the level of infant and child care and rehabilitation, initiated foster programmes in the community and facilitated numerous courses for the staff.
The foster programme is groundbreaking in China ñ one of if not the first where children with disability as well as non-disabled children are fostered in their communities rather than their only previous option being an orphanage. Slowly, the general population is beginning to understand that children can best grow and develop within the context of a family and where support services and resources come from their local community. This model is being expanded to other provinces and homes throughout the country.

Spin-off projects
A variety of community projects have also spun off from initial CE training in China.
One example in the area of public education enables people in the community to learn about the potential of children and adults who are disabled.
Second, they are learning that early intervention is the best place to start.
And third, they are beginning to understand that often it is not only medicine and surgery aimed at "cures" that are important.

Perhaps, what is as if not more important are actions and integration that eventually leads to greater function in daily life, confidence and preparation for school and work.

A Starter Kit Project has been initiated to help "kick-start" rehabilitation activities in children's welfare homes/orphanages. Too often, Purves said, enthusiastic staff attended short courses on CE but then returned home to little support and understanding. This "kit" was a package of different levels of training and technical support.
When Purves identified a particularly active student, the Hong Kong team visited the welfare home and discussed the possibilities of starting rehabilitation activities with that home's administration. The action plan might contain follow-up visits to work with staff and children for several days, mainly to trouble shoot and upgrade the programmes. It included leadership awareness seminars and perhaps trips to other sites and to Hong Kong. Sample toys, small pieces of equipment or mobility aids were donated as samples to be adapted and locally made.
The key to the success of this venture was that training courses alone were not enough. Ongoing support and encouragement, follow-up visits, communication with others also struggling ñ all of this is essential. Purves says that it is "just like watering and fertilizing seeds in order to see them grow and blossom".

Local adaptation encouraged
The most exciting thing about this project is that each programme is adapted according to its own needs, ability of staff and the situation of the welfare home. The rehabilitation programme is successful because of the local staff and not due to pressure of an outside agency. And the children and the staff are developing together.

This project addresses not only the staff at these centres but also reaches out to families and communities wherever possible. The primary information that is shared is what is central to early child care and development. This is that infants and children are learning from the moment of birth and that it is within the context of the child's daily routine where opportunities for learning and development take place. Regardless of disability, each child needs and has a right to explore, practice and achieve competence in a range of skills that promote their physical, emotional, cognitive and social domains.

Outcomes and Impact
A recent review by Ms. Sheila Purves, of the CE work thus far, lists the following outcomes and impact:
The courses have led to 12 on-going CE programmes for children with cerebral palsy and mental handicap.
Over 680 participants have been trained from over 21 provinces in the country.
Caregivers and parents have seen changes in the children including improvement in movement abilities, daily living activities, communication and social skills.
Caregivers and staff also indicate increased confidence, self-esteem and independence.
A nucleus of excellent workers has been cultivated, where local people become "expert" and take pride in the children's efforts and achievements.
Mutual help networks of front-line workers communicating and learning from each other have been promoted.
Anecdotally, the CE and related training and efforts have made an impact on everyone. One doctor relates "I only think about diagnosis and impairment, but this course made me realize how important communication is in the lives of our disabled children and the many different ways we can relate to each other". And then there are the many local families who for the first time are willing to take in a young child with a disability as a foster child.

On-going international collaboration
Consultations from colleagues in Hong Kong and Hungary continue. There is on-going training and field-visits based in Hong Kong and supported by the Hong Kong Society of Rehabilitation under the direction of Ms. Mabel Chau. CE efforts for school-aged children and adults with disability have become the priority in many cities in China. CE, together with the overall philosophy of Community-based Rehabilitation and empowering people who are disabled has come a long way in this vast country.

The future includes more CE dreams for Hong Kong and Mainland China. Quality as well as quantity are part of this dream. But the underlying vision is to help provide children and adults with disability living in the community with equal access to services and activities as their neighbours -- and to do so in holistic, integrated and comprehensive approach that is the philosophy of Conductive Education.

Note: The field of rehabilitation in Hong Kong is replete with pioneers who have gained national and international recognition. First and foremost, Professor Sir Harry Fang, Director of the Hong Kong WHO Collaborating Centre for Rehabilitation, was recently awarded the Gold Bauhinia Medal in 2001 by the Government of Hong Kong Special Administrative Region (SAR). This award is on par with the Knighthood conferred on Sir Harry Fang in 1996. Professor Sir Harry Fang was also honoured in 2001 by the International Paralympics. He was awarded the Paralympic Silver Order by the President of the Games for his work in the Asian Region in Athens, Greece in December 2001. He is also the Charter Life Patron Member of Rehabilitation International.

Two other long time leaders in the field of rehabilitation in Hong Kong, the Asia-Pacific Region and the world were presented with similar prestigious awards by the Hong Kong Government. Mr. M.B. Lee, SBS, MBE, JP and Dr. York Chau, SBS, MBE, JP were awarded Silver Bauhinia Stars. These medals were presented in July 2001.

Dr. Marion Fang, Vice President of the Hong Kong Society for Rehabilitation introduced Conductive Education to Hong Kong in the 1980s. She, together with Mrs. Anita Tatlow, Sister Joan O'Connor, Miss Clare Cheng and Miss Elsie Yu, worked to adapt CE to the Hong Kong community and to train rehabilitation professionals to use this innovative and effective approach with children and adults with a variety of physical disabilities. Dr. Fang is also responsible for expanding the reach of CE to China. On September 13, 2001 in London, Dr. Marion Fang was conferred Honorary Conductor by the Board of the International Peto Institute for her contribution to the development of Conductive Education in the homeland and internationally. She was also awarded the Silver Bauhinia Star in 1999.

Ms. Clare Cheng, superintendent of the Conductive Learning Centre was also awarded by the Board of the International Peto Institute for her work in Conductive Education.

In June of 2000, Ms. Sheila Purves, P.T./O.T., and Project Director of the Hong Kong WHO Collaborating Centre for Rehabilitation was awarded on the Queen's Honour List (UK) an MBE (Member of the British Empire) for her outstanding contributions to the field of rehabilitation in Hong Kong and China. Ms. Purves is a Canadian citizen who has worked in Hong Kong since 1983.

There is no doubt that there will be more women and men, disabled and not, who will be added to the ranks of these outstanding leaders in the field of rehabilitation.

Note: The author wishes to especially thank Ms. Sheila Purves, Ms. Mabel Chau and Ms. Annie Kwok for their assistance, review and support in writing this article."

If You Forget Me

"I want you to know
one thing.

You know how this is:
if I look
at the crystal moon, at the red branch
of the slow autumn at my window,
if I touch
near the fire
the impalpable ash
or the wrinkled body of the log,
everything carries me to you,
as if everything that exists,
aromas, light, metals,
were little boats
that sail
toward those isles of yours that wait for me.

Well, now,
if little by little you stop loving me
I shall stop loving you little by little.

If suddenly
you forget me
do not look for me,
for I shall already have forgotten you.

If you think it long and mad,
the wind of banners
that passes through my life,
and you decide
to leave me at the shore
of the heart where I have roots,
remember
that on that day,
at that hour,
I shall lift my arms
and my roots will set off
to seek another land.

But
if each day,
each hour,
you feel that you are destined for me
with implacable sweetness,
if each day a flower
climbs up to your lips to seek me,
ah my love, ah my own,
in me all that fire is repeated,
in me nothing is extinguished or forgotten,
my love feeds on your love, beloved,
and as long as you live it will be in your arms
without leaving mine."

Pablo Neruda


“If a man allows his strong interest in the main chance to be side tracked, he will be a looser.
Mental force operates best when it is concentrated. You must give to the desired thing your best and most earnest thought.

Just as a man who is thoroughly in love will think out plans and schemes whereby he may please the fair one, so will the man who is in love with his work or business give it his best thought, and the result will be that a hundred and one plans will come into his field of consciousness.

Many of which are very important. The mind works on the subconscious plane, remember, and almost always along the line of passion or desire.
It will fix up things, and patch together plans and schemes, and when you need them the most it will pop them into your consciousness, and you will feel like hurrahing, just as if you had received some valuable aid from outside. “ W. W. A. 1906.

In simple terms…

When we are in love that is the time when we are most connected to our essence, our inner selves.

When we learn to be in love with everything, even with the things, which are sometimes not to our liking we become masters of our own lives…

Note:
The pictures are the photos I took at the Arab Organisations Headquarters Building Kuwait on 13th May 2004.
Which is… “One of the most exciting examples of innovative architecture to emerge in Kuwait. Completed in 1994, it is a home to four major Arab Organisations: the Arab Fund for Social and Economic Development, OAPEC (Organisation of Arab Petroleum Exporting Countries) the Inter- Arab Investment Guarantee Corporation and the Arab Maritime Petroleum Transport Company.”

http://www.arabfund.org/AOHQ/kuwait.htm

Conductive Pedagogical Renaissance

We are living in a time where every single structure, as we know it is changing around us. Every singles person feels it and knows it. The polarities around us are stretching and stretching more and more. Humanity has come to an age where it is questioning everything, not because it wants to, but because it has to…


“Methods that simultaneously heal and educate were born in human-centred age of the Renaissance. Renaissance Man believed in the effect of systematic education, especially in the case of the disabled. The basic requirements of education were firm discipline, ardent practice, moral education and of course no overload.”-

“ Petö called his method ‘conductive Pedagogy’. As for the how and why Ilona Székely the first leading conductor tells us the following:
Many a time he held so called open sessions. During these he gave new tasks to the group, but the exact way in which he helped, ‘facilitated, we had to make up for ourselves. We had to help that we were not actually helping. This is hard to understand but it is what Conductive Education is, leading, directing. The solitary violinist needs no conductor: the sheet of music and his own soul direct the making of music. This is what conduction is.” J Forrai 1999

In this delicious existence of abundance, opportunities are available to us all who are living and working in the heart of the Conductive Pedagogical System.
We know in our souls what are our desires, what truly drives us.
The soul only understands inclusion, which directs the making of the music, directs the creation of arts and it knows what makes our existence worthwhile on this physical plane. There is nothing that can stop it only we ourselves can stand in its way.

Only We can create the Conductive Pedagogical Renaissance.

Reference:

Forrai, J. (1999) Memoirs of the beginnings of Conductive Education and András Pető, Budapest and Birmingham, Uj Aranhíd and Foundation for Conductive Education

The Invitation

"It doesn't interest me what you do for a living. I want to know what you ache for, and if you dare to dream of meeting your heart's longing.It doesn't interest me how old you are. I want to know if you will risk looking like a fool for love, for your dream, for the adventure of being alive.
It doesn't interest me what planets are squaring your moon. I want to know if you have touched the centre of your own sorrow, if you have been opened by life's betrayals or have become shriveled and closed from fear of further pain.
I want to know if you can sit with pain, mine or your own, without moving to hide it or fade it or fix it.
I want to know if you can be with joy, mine or your own, if you can dance with wildness and let ecstasy fill you to the tips of your fingers and toes without cautioning us to be careful, to be realistic, to remember the limitations of being human.
It doesn't interest me if the story you are telling me is true. I want toknow if you can disappoint another to be true to yourself; if you can bear the accusation of betrayal and not betray your own soul; if you can be faithless and therefore trustworthy.
I want to know if you can see beauty, even when it's not pretty, every day, and if you can source your own life from its presence. I want to know if you can live with failure, yours and mine, and still stand on the edge of the lake and shout to the silver of the full moon, "Yes!" It does not interest me to know where you live or how much money you have. I want to know if you can get up, after the night of grief and despair, weary and bruised to the bone, and do what needs to be done to feed the children. It doesn't interest me who you know or how you came to be here. I want to know what sustains you, from the inside, when all else falls away.I want to know if you can be alone with yourself and if you truly like the company you keep in the empty moments."

From the Invitation by Oriah Mountain DreamerCopyright © 1999 by Oriah Mountain Dreamer

A lovely reading on this beautiful Spring Sunday afternoon… and maybe to share it with friends at the Sunday dinner table as one of the entrées.
I also use it as part of my Conductive Education training courses. Yummy!

Earth Hour Saturday 28th March 2009, 8:30PM local time, wherever you live on Planet Earth

Several famous UK buildings will be plunged into darkness later as part of a global climate change campaign.
The London Eye, The Gherkin, and the BT Tower will be among those taking part in WWF's Earth Hour at 2030 GMT.
The environmental group hopes millions of people around the world will switch off lights. It expects cities and towns in more than 80 countries to take part.
WWF want the "visual statement" to show world leaders "the need to take urgent action to tackle climate change".

http://news.bbc.co.uk/1/hi/uk/7969523.stm

♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥

http://www.wwf.org.uk/


Mother Earth
I feel her breath
Hear her heart beat
Feel her gentle presence
Under my feet

Gaia
Our Mother Earth
Holding the balance
Creating a safe space
Her nurturing energy
Exuding grace

Allowing each of us to tread our path
No judgements or conditions
Whether we cry
Or just laugh

I feel so connected
And in my power

Feel the compassion
Gentle and beautiful
Like a delicate flower

I surrender
Let it all go
Merging
Allowing her heart energy
Deep into my soul

Her beauty
And mine
Becoming as one
Soothed by her gentle melody
Her beautiful song

Let us dance together
Merging our hearts
Knowing we are never really apart.


annie b. 2003
http://www.annieb-art.co.uk/

The Houses of Parliament are to be plunged into darkness for Earth Hour

River Creatures from Richard Bach's Illusions

"Once there lived a village of creatures along the bottom of a great crystal river. Each creature in its own manner clung tightly to the twigs and rocks of the river bottom, for clinging was their way of life, and resisting the current what each had learned from birth. But one creature said at last, "I trust that the current knows where it is going. I shall let go, and let it take me where it will. Clinging, I shall die of boredom."

The other creatures laughed and said, "Fool! Let go, and that current you worship will throw you tumbled and smashed across the rocks, and you will die quicker than boredom!"

But the one heeded them not, and taking a breath did let go, and at once was tumbled and smashed by the current across the rocks. Yet, in time, as the creature refused to cling again, the current lifted him free from the bottom, and he was bruised and hurt no more.

And the creatures downstream, to whom he was a stranger, cried, "See a miracle! A creature like ourselves, yet he flies! See the Messiah, come to save us all!" And the one carried in the current said, "I am no more Messiah than you. The river delight to lift us free, if only we dare let go. Our true work is this voyage, this adventure.

But they cried the more, "Saviour!" all the while clinging to the rocks, making legends of a Saviour."

Richard Bach Illusions

Focus on World Autism Awareness Day, 2 April 2009

'On December 18, 2007, the United Nations General Assembly declared April 2 as World Autism Awareness Day (WAAD). This UN resolution is one of only three official disease-specific United Nations Days, and it brings the world's attention to autism, a pervasive disorder that affects tens of millions.

The resolution aims to raise awareness about autism throughout society and to encourage early diagnosis and early intervention.

Autism is a lifelong developmental disability. It is part of the autism spectrum and is sometimes referred to as an autism spectrum disorder, or an ASD. The word 'spectrum' is used because, while all people with autism share three main areas of difficulty, their condition will affect them in very different ways.

Some are able to live relatively 'everyday' lives; others will require a lifetime of specialist support.

The three main areas of difficulty which all people with autism share are sometimes known as the 'triad of impairments'.

They are:
difficulty with social communication
difficulty with social interaction
difficulty with social imagination.

It can be hard to create awareness of autism as people with the condition do not 'look' disabled: parents of children with autism often say that other people simply think their child is naughty; while adults find that they are misunderstood.

All people with autism can benefit from a timely diagnosis and access to appropriate services and support.'

Did you know? …

Autism affects approximately 67 million people worldwide
More children will be diagnosed with autism this year than with diabetes, cancer and AIDS combined
Autism does not discriminate by geography, class or ethnicity

There is no medical detection or cure for autism




http://www.autismspeaks.org.uk

http://www.autismspeaks.org/science/research/initiatives/gaph.php

http://sourcesense.blogspot.com/search/label/Autism

"Autism, Asperger's and more, oh my!"

"My Name is Autism
Hello. Allow me to introduce myself to you. My name is autism. Perhaps you know me or know of me. I am a condition, "disorder" that affects many people. I strike at will, when and where I want. Unlike Downs Syndrome or other birth "defects," I leave no marks on those I strike. In fact, I pride myself on the ability to infiltrate a child's life, while leaving him or her strikingly handsome. Many people may not even know I am there. They blame the child for what I cause him or her to do. I am autism and I do as I please.

I am autism. I strike boys and girls. infants and toddlers. I find my best victims to be boys around the age of 2, but any child will do. I like children and they are always the true victims, though I take hostage the others in the child's family as well. It is a bit like getting two for the price of one. I affect one child and "infect" the entire family.

I am autism. I strike rich and poor alike. The rich combat me with education and therapy. The poor shut their children away and cannot afford to fight me. I am able to win in the lives of poor children more than I am those of the wealthy, but I will try to take root anywhere.


I am autism. I am an equal opportunity disorder. I strike whites, blacks, Mexicans, Ukrainians, Russians, Poles, Slavs, Japanese, Koreans and Fins. In fact, I strike everywhere on Earth. I know no geographical bounds.

I am autism. I do not discriminate based upon religion either. I strike Jews and Christians, Muslims and Buddhists, Atheists and Agnostics. I do not care what religion a person is or what beliefs he may hold. When I strike, there will be little time for any of that anyway. When they find me, they will question everything they believe in, so why would I strike only one group? I have affected followers of every religion on the planet.

I am autism and I am strong and getting stronger every year, every month, every day, every minute and every second. I am concerned that money might be allotted to combat me and my takeover of children, but so far, I have little to fear. Some countries like Kuwait are spending quite a bit of money to assist those who I have targeted and some, like the United States, would rather spend money on such ludicrous things as discovering the number of American Indians who practice Voodoo, as opposed to combating me. In an atmosphere such as that, I can flourish and wreck havoc at will. In places such as that, I rub my hands with glee at the problems I can cause to children, their families and to the society at large.

I am autism. When I come, I come to stay. I take the dreams and hopes of families and trample them with delight. I see the fear and confusion in the eyes of my victims and see the formation of wrinkles, the worries and pain on the face of their parents. I see the embarrassment their child causes because of me and the parents unsuccessful attempt to hide their child, and me. I see tears the parents cry and feel the tears of their child. I am autism. I leave sorrow in my wake.

I am autism. I taketh away and give nothing but bewilderment and loathing in return. I take speech and learning. I take socialization and understanding. I take away "common sense" and, if I am allowed to flourish, I take away all but their physical life. What I leave behind, is almost worse than death.

I am autism. I fear nothing except courage, which I thankfully see little of. I fear those who take a stand against me and attempt to fight me and bring others into the fight as well. I fear those who try to make it safe and easier for my victims in the community, and their families. I fear those who push ahead, despite the fact that I am in tow. I fear the day I will be eradicated from the planet. Yet, I do not fear too much right now. There is no need.

I am autism and I bet you know me or know of me. If you don't, you probably will soon. I am marching forward faster than I ever have before. I am looking for new children all the time. I am looking for new children to consume and new lives to destroy. I dread the day I will be looked upon with pity or worse yet, understanding, for that day, is the day I will begin to die.

But in the mean time I am safe, free to prowl onward. Free to cause the pain and suffering that I do so well. I am on a mission and have much work to do and thankfully no one is stopping me yet.

Hello. Allow me to introduce myself. My name is autism. Perhaps you know me or know of me, if not don't worry, you will meet me soon.

~Author Unknown

My Name is Autism
Posted by Lori-ann at 2/17/2009 9:32 PM
Categories: Poem,Inspiration,Autism "

http://blog.autismaspergersandmoreohmy.com/2009/02/17/my-name-is-autism.aspx

Conductive Education - Little things mean a lot

http://blog.autismaspergersandmoreohmy.com/2008/07/29/conductive-education--little-things-mean-a-lot.aspx

Conductive Education is Amazing

http://blog.autismaspergersandmoreohmy.com/2008/08/15/conductive-education-is-amazing.aspx

'Have we forgotten about Dynamite?' Ági Pálinkás, Petö trained Conductor writes…

"It was no accident that I visited Priory (Burnham) last Friday.I used to be part of the Conductive Education project called Dynamite, which is set in the Becon awarded mainstream primary school:Priory. As I took part in its early stage, I will always feel emotionally connected to this school and feel so proud of its pioneering example and its miriculous growth over the last five and a half years.

The Dynamite project was dreamt up by an enthusiastic group of parents, designed by an innovative and resourceful conductor team and it has been delivered by a senior conductor team and the supportive staff of Priory.

Today, even as I speak, with step by step, day by day progress, Priory's multi-disiplinary team is transforming itself into a trans-disciplinary team as a result of their relationship and mutual understanding.

Dynamite was the first conductive project based inside a mainstream school. It started in September 2003 with six boys and an adapt and courageous senior conductor Zsuzsa Szabo.Over a few months to January 2004 the numbers of the Dynamite children grew to 20 and a second conductor joined the team as well;.. the lucky 'me'.
The second senior conductor, Anita has joined to the Dynamite team in April 2004. By 2006 September the LEA acknowledged the need for Conductive Education and has agreed to financially cover the salary of the senior conductor as the biggest break through of this project.

I could write so much about the ex Dynamite, which has no name any more (children often refer to it as 'The Wooden Spoon Room Thing') as it has merged into and become part of this very special primary school, Priory in a small village called Burnham.

Today there is a conductive class, where the conductive principles are used every day. The rest of the children (with motor disorder, who can benefit from conductive education) receive conductive education sessions and classroom support by the conductors (two fabulous seniors!!) and their conductor assistants.

I need to gain more information about its current stage as well, but please,(please!!!) if anyone wishes to know more about this wonderful project contact: sueberryman87@hotmail.com


http://www.prioryschool.com/conductive-education/

It would be so-so sad if this wonderful success story is being over-looked."

Ági Pálinkás

Whites Hill College Newsletter… Xavier.

"At present Xavier staff and parents are in full swing of the Individual Education Plan process. Thank you to everyone for being flexible at this time as the important process of setting goals for students is completed. There will be a performance in the Whites Hill hall on Tuesday called “Shake Up”. All students from Year one upwards will be attending. This promises to be a fun and exciting way to introduce Shakespeare!
XAVIER
On Wednesday last week we hosted 9 Japanese student teachers. They enjoyed a tour of the school, participated briefly in our programs and dressed in their traditional costume to sing for the students. It is
always good to continue to spread the news about Conductive Education and the possibilities for our students with physical and multiple impairments within this philosophy. These student teachers (some just
about to finish their training) were very interested in the philosophy and asked many questions about the students and how we meet their needs.
There will be a program of activities for Harmony week commencing on Monday, March 16th. Look out for further information in communication books or letters.
The “Creativity” focus this term has proved a great success with all students as they have actively participated in many activities to promote their
understanding of the curriculum and their hand function skills! The foyer and classrooms at Xavier have many examples of how creativity and
independence can produce products well worth viewing. Thank you to the students for such great concentration and attention!
Mrs Annette Demack
Head of Xavier (Acting)"
March 2009, Queensland, Brisbane, Australia

On the photo from right to left some of the original team of beautiful and determined woman … first Betty Sharry, second Annette Demack, fourth Jody Florance.

With Love, Judit
♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥

What If?…

Honour and integrity were a source of life and instead of dominating somebody we would live with the belief in our hearts to do the greatest good for the greatest number? What if this would be the brightest and noblest thing in life?

“A friend is one before whom I may think aloud.” R. W. Emerson

Whether we are aware of it or not we communicate twenty-four hours a day, even in our dreams. Even when we don’t say anything… we communicate.
Our relationships are built and destroyed by communication.
The more honestly we communicate, the more we get to know one another and the stronger our relationship gets.
I have seen so many times the destructive power of dishonest communication.
When we lie, we destroy relationships. We destroy the relationship we have with ourselves and also the relationships we have with others. –
Every time we tell a lie or when we do not say what we want to say it erodes the foundation of our relationships and weakens the weak self-esteem of the person who tells a lie.
Lies are negative communications…
The only true foundation of a relationship is trust. If relationships are communication with trust, then honesty is their cornerstone.
Cherish your true friendships and relationships and keep making them stronger with the purity of openness, trust and respect.
Real healing and joy begins when stepping on this path.

♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥

"Help save our library"

"Following the decision of the Foundation for Conductive Education to make redundant the post of Librarian at the National Library of Conductive Education, we the undersigned respectively and most urgently request that the Foundation for Conductive Education take all necessary steps to ensure that the functions and services of the National Library of Conductive Education should continue and develop, to the benefit of the whole international conductive community."

"Help save our library"

I really think this is an important cause, and I would like to encourage you to add your signature, too. It is free and takes less than a minute of your time. Thank you!

http://www.ipetitions.com/petition/help-save-our-library/signatures.html

Please circulate this to people that you know and on any databases that you have, asking that they sign it.

Just published and already signatures appear on the screen...

http://www.ipetitions.com/petition/help-save-our-library/signatures.html


"Books let us into their souls and lay open to us the secrets of our own. " William Hazlitt

Strange how I falter...

Strange how
my heart beats
to find myself upon your shore.
Strange how
I still feel
My loss of comfort gone before.
Cool waves wash over
and drift away with dreams of youth
so time is stolen

I cannot hold you long enough.
And so
this is where I should be now
Days and nights falling by

Days and nights falling by me.
I know
of a dream I should be holding
days and nights falling by
Days and nights falling by me.

Soft blue horizons
reach far into my childhood days
as you are rising
to bring me my forgotten ways.

Strange how I falter
to find I'm standing in deep water
strange how my heart beats
to find I'm standing on your shore

Enya: On Your Shore

Our Gill our Librarian in the Conductive World…

I had a very strange day today. I was meant to go to London for consultancy work, but we agreed to hold up that meeting. I received an e-mail this morning from a friend that Gill the librarian an old friend and a fellow colleague was made redundant at the National Institute of Conductive Education! Frankly I was shocked.

I drove to Southampton and I had a big puncture, which was very scary… I wouldn’t have made it for that meeting in London anyway and goodness knows what could have happened to me with a high speed on the motorway. The tire was slit open I have never seen anything like that before.

In these times we realise what is really important and what really matters.

Gill was the most reliable distant colleague of mine. I always knew that I could count on her when I contacted her. She built up the National Library of Conductive Education with devotion and pride.
What will happen to that library without her?? What will happen to the library? Was she treated justly and respectfully in the process??

My father taught me that ‘books are your best friends’…'what you learn and what you know is yours and nobody can take that away from you'.

Well someone is taking the Foundation’s cornerstone away from me and from the new generation to come!!! What are they thinking? I need to know. We all need to know.

http://ce-library.blogspot.com/