A wonderful introduction to Blu-Ray.

An incredible, a wonderful introduction to Blu-Ray, The “Elite Syncopations “ choreographed by Kenneth Macmillan is phenomenal.

It so exciting; it incorporates brilliant dancing with huge dollops of fun and a kaleidoscope of colours. This is modern ballet dance at its finest

“The Judas Tree” by comparison was very heavy, dark and with discordant music but what superb dancing and brilliant choreography.

To round off the evening the “Concerto” danced to Shostakovich Piano Concert No. 2 has a beautiful simple set acting as a back-drop to show off the exquisite dancing. Calm and elegant to watch, it is an absolute joy.

Together the three ballets make a wonderful presentation of the beauty and power of ballet, a wonderful exposition of dance interpreting music and taking it to a new level of enjoyment.

Congratulations to the Royal Ballet and their ballet dancers.

Scientists find way to map brain’s complexity

Scientists find way to map brain’s complexity

LONDON (Reuters) – Scientists say they have moved a step closer to developing a computer model of the brain after finding a way to map both the connections and functions of nerve cells in the brain together for the first time.

In a study in the journal Nature on Sunday, researchers from Britain’s University College London (UCL) described a technique developed in mice which enabled them to combine information about the function of neurons with details of their connections.

The study is part of an emerging area of neuroscience research known as ‘connectomics’. A little like genomics, which maps our genetic make-up, connectomics aims to map the brain’s connections, known as synapses.

By untangling and being able to map these connections — and deciphering how information flows through the brain’s circuits — scientists hope to understand how thoughts and perceptions are generated in the brain and how these functions go wrong in diseases such as Alzheimer’s, schizophrenia and stroke.

“We are beginning to untangle the complexity of the brain,” said Tom Mrsic-Flogel, who led the study.

“Once we understand the function and connectivity of nerve cells spanning different layers of the brain, we can begin to develop a computer simulation of how this remarkable organ works.”

But he said would take many years of work among scientists and huge computer processing power before that could be done.

In a report of his research, Mrsic-Flogel explained how mapping the brain’s connections is no small feat: There are an estimated one hundred billion nerve cells, or neurons, in the brain, each connected to thousands of other nerve cells, he said, making an estimated 150 trillion synapses.

“How do we figure out how the brain’s neural circuitry works? We first need to understand the function of each neuron and find out to which other brain cells it connects,” he said.

In this study, Mrsic-Flogel’s team focused on vision and looked into the visual cortex of the mouse brain, which contains thousands of neurons and millions of different connections.

Using high resolution imaging, they were able to detect which of these neurons responded to a particular stimulus.

Taking a slice of the same tissue, the scientists then applied small currents to subsets of neurons to see which other neurons responded and which of them were synaptically connected.

By repeating this technique many times, they were able to trace the function and connectivity of hundreds of nerve cells in visual cortex.

Using this method, the team hopes to begin generating a wiring diagram of a brain area with a particular function, such as the visual cortex. The technique should also help them map the wiring of regions that underpin touch, hearing and movement.

John Williams, head of neuroscience and mental health at the Wellcome Trust medical charity, which helped fund the study, said understanding the brain’s inner workings was one of science’s “ultimate goals.”

“This important study presents neuroscientists with one of the key tools that will help them begin to navigate and survey the landscape of the brain,” he said.

(Reporting by Kate Kelland; Editing by Sophie Hares)

Effective learning – explained by the neurologists

Brain Scientists Offer Medical Educators Tips On The Neurobiology Of Learning
Posted on: Thursday, 31 March 2011, 13:22 CDT.

Everyone would like MDs to have the best education – and to absorb what they are taught. The lead article in the April 4 issue of the journal Academic Medicine* connects research on how the brain learns to how to incorporate this understanding into real world education, particularly the education of doctors.

“Repetition, reward, and visualization are tried and true teaching strategies.
Now, knowing what is happening in the brain will enhance teaching and learning,” said Michael J. Friedlander, executive director of the Virginia Tech Carilion Research Institute (www.vtc.vt.edu/research/index.html) and professor of biological sciences and of biomedical engineering and science at Virginia Tech. He is the lead author on the article, “What can medical education learn from the neurobiology of learning?”
Friedlander collaborated on the article with Dr. Linda Andrews, senior associate dean for medical education, Baylor College of Medicine; Elizabeth G. Armstrong, director of Harvard Macy Institute, Harvard Medical School; Dr. Carol Aschenbrenner, executive vice president of the Association of American Medical Colleges; Dr. Joseph S. Kass, chief of neurology and director of the Stroke Center at Ben Taub Hospital and assistant professor of neurology, Center for Ethics and Health Policy, Baylor College of Medicine; Dr. Paul Ogden, associate dean for educational program development, Texas A&M Health Sciences Center and College of Medicine; Dr. Richard Schwartzstein, director of the Harvard Medical School Academy; and Dr. Tom Viggiano, the associate dean for faculty affairs, professor of medical education and medicine, and the Barbara Woodward Lips professor at Mayo Medical School.

The research
In the past 50 years, behavioural approaches combined with functional brain imaging and computational neuroscience have revealed strategies employed by mammals’ brains to acquire, store, and retrieve information. In addition to molecular and cellular approaches to describe the workings of the underlying hardware changes that occur in the brain during learning and the formation of memories, there has also been progress in higher-order, human-based studies of cognition, including learning and memory.
Scientists have used functional magnetic resonance imaging (fMRI) of the living brain combined with computational modelling to elucidate the strategies employed and the underlying biological processes.
The research has shown how learning leads to functional and structural changes in the cellular networks including the chemical communication points or synapses between neurons at a variety of sites throughout the central nervous system. The functional changes in the effectiveness of communication between individual neurons and within networks of neurons are accompanied by substantial changes in the structural circuitry of the brain, once thought to be hard-wired in adults.
“One of the most exciting advances, as a result of optical imaging of the living brain, is the demonstration that there is growth, retraction, and modifying connectivity between neurons,” said Friedlander. “We have also seen that the mature brain can generate new neurons, although, this research is so new that the functional implications of these new neurons and their potential contribution to learning and memory formation remain to be determined,” he said.

The recommendations
The most effective delivery of the best possible care requires identifying and assigning levels of importance to the biological components of learning. Here are 10 key aspects of learning based on decades of research by many scientists that the article’s authors believe can be incorporated into effective teaching.
Repetition: Medical curricula often employ compressed coverage over limited time frames of a great amount of material. Learning theory and the neurobiology of learning and memory suggest that going deeper is more likely to result in better retention and depth of understanding. With repetition, many components of the neural processes become more efficient, requiring less energy and leaving higher-order pathways available for additional cognitive processing. However, repetitions must be appropriately spaced.
Reward and reinforcement: Reward is a key component of learning at all stages of life. “The brain’s intrinsic reward system – self-congratulations with the realization of success — plays a major role in reinforcement of learned behaviours,” Friedlander said. “An important factor is the realization that accomplishing an immediate goal and a successful step toward a future goal can be equally rewarding.”
In the case of medical students, there are considerable rewards ahead of them in addition to the more immediate rewards of the satisfaction of understanding medicine. The students who derive joy from learning as they proceed through their medical education may have a greater chance of using the brain’s capacity to provide reward signals on an ongoing basis, facilitating their learning process.
Visualization: Visualization and mental rehearsal are real biological processes with associated patterned activation of neural circuitry in sensory, motor, executive, and decision-making pathways in the brain. Internally generated activity in the brain from thoughts, visualization, memories, and emotions should be able to contribute to the learning process.
Active engagement: There is considerable neurobiological evidence that functional changes in neural circuitry that are associated with learning occur best when the learner is actively engaged.. Learners’ having multiple opportunities to assume the role of teacher also invoke neural motivation and reward pathways — and another major biological component of the learning process: stress.
Stress: Although the consequences of stress are generally considered undesirable, there is evidence that the molecular signals associated with stress can enhance synaptic activity involved in the formation of memory. However, particularly high levels of stress can have opposite effects. The small, interactive teaching format may be judiciously employed to moderately engage the stress system.
Fatigue: Patterns of neuronal activity during sleep reinforce the day’s events. Research suggests that it is important to have appropriate downtime between intense problem-solving sessions. Downtime permits consolidation away from the formal teaching process.
Multitasking: Multitasking is a distraction from learning, unless all of the tasks are relevant to the material being taught. The challenge is to integrate information from multiple sources, such as a lecture and a hand-held device.
Individual learning styles: Neural responses of different individuals vary, which is the rationale for embracing multiple learning styles to provide opportunities for all learners to be most effectively reached.
Active involvement: Doing is learning. And success at doing and learning builds confidence.
Revisiting information and concepts using multimedia: Addressing the same information using different sensory processes, such as seeing and hearing, enhances the learning process, potentially bringing more neural hardware to bear to process and store information.

The researchers recommend that medical students be taught the underlying neurobiological principles that shape their learning experiences. “By appealing not only to students’ capacity to derive pleasure from learning about medicine but also to their intellectual capacity for understanding the rationale for the educational process selected … real motivation can be engendered. … They become more effective communicators and enhance their patients’ success at learning the information they need for managing their own health and treatments as well.”

“Tomorrows’ Tides” is published at Amazon Kindle Store

To my friends and acquaintances, old and new, I’m pleased to introduce my new book:

Tomorrows’ Tides” –

coming in at 85,000 words.

Thank you. You all made constructive comments about “Tomorrows’ Winds”which I have tried to respond to, so now we have “Tomorrows’ Tides”

Previously you said:

Very imaginative and stimulating, it’s a damned good read. I couldn’t put it down.”

That was great, when will the next be available?”

Highly imaginative view into one possible outcome of a highly technological society in the future . Optimistic, good fun , easy to read , amusing little twist at the end. I enjoyed it . Lets have the next one!”

I felt he could have written a much larger book or even given some of his ideas a book of their own to explore them more fully. I’m now intrigued to see how many new ideas are in his next book.”

The new book with the others are at: http://tinyur l.com/5tqyvz2 or

http://tinyurl.com/Tomorrows-Tides

For new readers the first book “Tomorrows’ Winds” is now available free of charge on Kindle. It’s an hour’s read, so try it, see what you think.

All the books are now on Kindle. If you don’t have a Kindle, you can download the App to your iPhone, your Windows PC, your Mac, iPad or Android phone. – no Kindle required. Just click here to download the one for the Windows PC from Amazon. http://tinyurl.com/2uajty4

Someone said “Everybody’s got one book in them” so if you write an new episode using the theme or the characters, send it to me and I’ll publish a collection as “Tomorrows’ Vortices,” giving each author due credit.

Cheers,

Cliff

PS “Everyone has one book in them” so write an episode of two to fifteen thousand words, using the theme or the characters, send it to me and I’ll publish a collection of them as “Tomorrows’ Vortices,” giving each author their full credit. Let’s combine all our ideas.

Cliff Jenkins, 4 Julian Court, Wilmot Road,, Shoreham by Sea, BN43 6NG,01273 708433. 07951677379, See my website at yoolaa.co.uk

Fiction, fantasy or a fascinating forecast – It’s your choice

Raising the ‘not-allowed-to-work’ age

Keeping a good team working well whilst the people in the team get older.

We have plenty of examples of people who lose their capacity for accurate, realistic and logical thinking as they age. In Britain one only needs to look at Gordon Brown whose critical faculties failed him in his latter years as Chancellor of the Exchequer or Sir Fred Goodwin (‘Fred the Shred’) who suddenly had delusions of complete infallibility.

All employers, as does society as a whole, need to develop a modus operandi which recognises that people’s performance peaks and the balance between knowledge, experience, speed of thinking and movement, and the ability to implement changes or even to do routine tasks, alters over a length of time.

Currently the style is “If you’re past a predetermined age, you’re thrown out” (unless you are an owner or you’re in overall charge, when for some reason the rules are just ignored) with disastrous damage to the individual and huge costs on society. The only criterion being a set age is obviously not appropriate as we are all different. Somehow we need to develop a continuous ‘review, retrain and recognise’ culture that runs through the whole of our working lives.

It needs to be based on a proven routine for measuring each person’s

capabilities and comparing this performance with earlier performance to identify new learning and earning opportunities. The success of the health profession could then be measured on their success in extending society’s effectiveness rather than just extending their lives. This route would also mean that education comes under the auspices of the health profession

Whilst we know it will be imperfect to begin with, we can use tools that are available to us now. One of the tests we may use is IQ tests even though we know that IQ tests are inaccurate as they only measure what they can measure. We do know however that brain exercises will cause the IQ scores to increase or certainly to stop the continual deterioration that otherwise occurs.

This as part of a whole range of measurements including eyesight, hearing, mobility, dexterity, will be good for everybody in society. Possibly this will be the underlying bedrock for continuing adult learning.

At present we know some people want to carry on working for a further period, and some for as long as possible. We do know that their physical and mental capabilities will alter and therefore we need to be able to help them adjust to the new roles that we can create for them.

The role of the present employer is crucial as he will be the focal point in finding a useful role for his employee, even though it may be with another organisation, although it may be just a case of providing his employee with more appropriate equipment to use to fulfil their role or of agreeing amended hours of work. If an employee fails to attend the training courses or join in the continuing adult learning then the scope for extending their effectiveness will be severely diminished and curtailed.

This also means that the employee’s hobbies, interests and leisure time activities may become the basis for their next career or job structure.

Actually this is a wonderful opportunity for society as it will create a huge increase in the working population whilst simultaneously reducing the financial cost of providing pensions for those not well enough to work.

Extra debt £25,000 per head, that’s per man. woman and child in the UK.

Extra debt £25,000 per head, that’s per man. woman and child in the UK.
The Office of National statistics has announced that the National Debt has increased by £1.5 trillion pounds caused by the losses made by RBS, HBOS and Northern Rock. The national debt was previously £865 billion and that was bad enough.
£1.5 trillion pounds divided by the total population of 60 million means £25,000 per man, woman and child.

Compare that with our average salary of £26,000. So we worked all last year and the bankers took ALL our money for that year. But worse than that our total salary costs come to less than £600 billion, so the loss for tax payers was actually two and half years earnings. The total GDP for the UK was itself £1.5 trillion pounds – all totally wiped out.

Currently the total domestic debt is estimated at £1.6 – £2.0 trillion, (that’s the personal debt each person carries, on average.)
So that’s £1.6 trillion of our own debts, £.865 trillion existing national debt with a further £1.5 trillion for the banks, shall we call it £4 trillion to keep it in round numbers. and our government is currently spending more, far beyond its income, a further £560 billion this year alone.

So what, you ask?
Well, in 1968 when I started working, let’s say the pound was worth a pound, then the same pound today  is worth only 7p.
That’s how much the mistakes and incompetence of the governments (and the media and the unions and the civil service plus the demands for free services from us all) of the last forty years have cost us, even though the North Sea oilfields brought in a bonus of, say, £3 trillion (in today’s pounds.)
No wonder the rest of the world finds us cheap and we find the rest of the world expensive, just think what each of your pounds could do if it was  worth £14.25

Does it matter?
YES, because everything we want to buy from abroad is now more expensive, up twenty per cent just in the last year and forecast to soar away for future years.

So what do we do about it?
May I suggest:-
1. If the bankers want to gamble with our money, then they need to share their winnings with us, we’ve had to take the losses so we want some of the future winnings, I think an interest rate of 8% per month (paid monthly and compounded) so we get our investment back in under a year. For these there would be no depositor guarantee. For those banks who set up a separate bank under different ownership for the purpose of direct mortgage lending and corporate lending, our normal domestic banks, then a more normal interest rate of 2-3% may be appropriate. Depositors will get a guarantee of £50,000 but only one guarantee per person.
2. Again the public sector needs to become even more effective because we just can’t afford them. The median, that’s the most common, salary cost in the NHS, is just over £50,000 per year.
3. We need to stop buying things abroad, therefore the coverage of public transport needs to be dramatically  improved so that we can reduce the bills for oil, gas, petrol and diesel.
4. We need to take inflation out of all contracts, so that we all suffer the same, and
5. We need more land so that we can produce more of our own food.

Neuroscience exposes pernicious effects of poverty

Neuroscience exposes pernicious effects of poverty. By Helen Neville

Extract repeated verbatim from “Science News.”

“People…need to know the importance of the brain….They need to know it’s changed by experience. They need to know that genes are not destiny.”Brain Development Lab/Univ. of Oregon

At the 2010 Society for Neuroscience meeting in San Diego, a group of scientists held a session on how poverty changes the brain. Neuroscientist Helen Neville of the University of Oregon in Eugene joined the discussion and described some of her group’s studies on the brains of 3- to 5-year-old children who grow up poor. She met with Science News neuroscience writer Laura Sanders after the November 14 session to discuss some of the Oregon group’s findings about what a low socioeconomic status does to the brain, and how intervention can help counter those effects.

How does poverty affect the brain?

Children growing up in poverty, for various reasons, have much poorer brain development and cognitive development than children growing up in not-poor environments. This has been shown by many people around the world for many decades. We now have animal models showing some key characteristics of an impoverished environment, for example, parental neglect. Rats that neglect their offspring create differences in brains and learning that are very parallel to those in humans.

What is different in the brains of kids brought up in lower socioeconomic environments?

Executive function and self-control is lower, language skills are lower, IQ is lower, attention — the ability to focus on one thing and ignore distracting information — is poorer and working memory is poorer. Those cognitive skills are different.

When we look at electrophysiological and MRI studies of their brains we can see differences between higher and lower SES [socioeconomic status] children. We’ve also observed, it’s important to note, these same differences in adults. Most people focus just on kids. But … in our lab we’ve gone beyond the university community to look at adults from lower socioeconomic status backgrounds, and their brains and cognition look really different too. So these effects are long-lasting.

What can be done?

After several training studies targeting different processes, we observed that the two most effective [interventions] we could do is to train attention in kids — low SES kids, Head Start kids — so we’ve developed little games and puzzles for kids to do that they enjoy doing, to target self-control and attention. And the other training we’re doing at the same time is with the parents of those children, who we talk to about parent skills, the importance of talking to your child and using consistent discipline, giving choices and the importance of attention and self-regulation. So it’s a two-pronged program.

How well is this approach working?

With over 100 kids now with this particular program, we see that the parents’ behavior changes with their children, their stress levels go down, the children’s problem behaviors diminish and their social skills improve, as rated by their teachers. In terms of language and IQ and preliteracy, all those tests show marked improvements. Their brain function improves, so they look like high SES kids.

How long do you follow these kids?

After the end of the intervention, we’ve been following them for about two years. And they’re hanging on to their gains. And we’re not doing any more; we’re not boosting them. We think it’s working…. We have one more year to go before we have all the data we’re hoping to get.

What’s next?

All the kids we’ve been working with are monolingual, typically developing, mostly white kids. Because we know bilingual brains look different in a way, the next step is to adapt this for Latino families, because Latino families make up 40 percent of the Head Start population in Oregon. In California, it’s more like 80. The Latino population is the fastest growing segment of the U.S. population. And they’re at high risk. They’re failing school at enormously high rates.

We’re doing structural imaging of white matter and gray matter in 4-year-olds and 3-year-olds…. We’re getting structural and functional imaging and we’ll continue to analyze it. We’re looking at gene-environment interaction effects. That’s very important and we’re looking at more data there.

Your group runs an educational website (http://www.changingbrains.org) and made a DVD about how the brain changes. Why?

I want people to have evidence about the importance of the brain. Most people don’t even know it does everything. They need to know the importance of the brain; they need to know that it develops over 25, 30 years. They need to know it’s changed by experience. They need to know that genes are not destiny. They need to know what’s going on.

In the future we will all be using our computers even more.

In the future we will all be using our computers even more.
14th January, upgraded our broadband to Voipadvantage and reduced our costs. The speeds are now 6.1mbs download and 865k upload and the line is weighted in favour of VoIP now matter what we’re using the internet for. I can already say its much better.
11 January 2011. I’ve recently purchased a Panasonic Blu-ray player. It has an Ethernet port, so I’ll be linking that to my eeePC to see what happens. – Good try but the manual referred to an Ethernet port that doesn’t exist!

Updated 7th January 2011. I’m now well into using my Kindle and I love it. I’ve converted my books using Amazon e-publishing and they are all available at the Kindle store. Now I’m updating my new website, with major help from my son in creating it. Finally I’m now starting to run my campaign to be elected as a local councillor, using my computers.

Updated 20th Nov 2009. I’m now experimenting with using Photoshop and GIMP to see whether I can create original art, rather than art from manipulating photographs. But do I need to. What’s the difference between creating an sketch of how I want the picture to look and using a photograph as my base point?

Original entry 3rd November 2009. In the future we will all be using our computers even more.

Currently I use my computer to:

  1. look at the latest news when I log onto the Internet using Google news, personalised for Shoreham news and F1 motor racing: and also to The Telegraph.
    2. Belong to an on-line gardening club
    .
    3. Belong to U3A University of the Third Age.
    4. Manage my bank accounts, to make direct payments and to receive electronic payments.
    5. buy seeds, from my favourite seed suppliers; also to buy DVDs; walking gear; holidays and flights; telephone equipment;. 0
    6. Identify butterflies, birds, trees via Google Images.
    7. Buy images to illustrate documents and letters I’m writing.
    8. Search for details of tonight’s TV films & programmes.
    9. Drive our VoIP telephone, for low cost calls across the world and for voice messages,
    10. Link “Spotify” for on-line music either to the TV or to the 5.1 surround sound system; I have copied my CDs onto my 16Gb Memory stick for direct use.
    11. Project electronic pictures onto my TV screen, either my own photographs or images I have purchased.
    12.Send and receive emails, both personal and ‘sales offers’ eg Thomson holidays and Easyjet.
    13. Look at hotels’ own web sites for views of the rooms, swimming pool, dining room, lounge, views to the sea or the hills; details of other facilities and guests’ comments.
    14. Maintain my diary using “eLinkUk” hosted service (free-of-charge for single users) as I can link each of the entries for example to my doctor, to my ‘health’ project; or for booking lunch out; similarly I file all important emails (and scanned documents) to the sender (by person and by organisation) and projects (new TV etc).
    15. Look up equipment manuals on-line to save keeping them and then finding the right one; filing purchase and guarantee details, all cross-referenced to suit me.
    16. Maintain my ‘Gluten Free’ blog about restaurants I visit.
    17. maintain my “Future Britain” blog on policies and politics.
    18. Synchronise my mobile phone automatically for contacts and diary entries and therefore to an automatic alarm system on my mobile.
    19.Run an alarm system for birthdays.
    20. Edit and store my photographs.
    21. Keep details of what vegetables I grow in which beds at the allotment; and what seeds I have ready for next year.
    22. Keep details of all CDs, books and DVDs.
    23. Keep details of recipes we find.
    24. Find out about places we are about to visit, including a bird’s eye view from Google Earth; coarse economic information from CIA; detail road map from Google Maps.
    25. Find out the time of the next bus; book train tickets; see what’s on at the cinema;
    26. Use in-line foreign language dictionaries.
    27. Use on-line dictionaries for rhyming words.
    28. Renew my car tax and household insurances.
    29, Create an art gallery for my TV.
    30. Get the weather forecast, from ECMRWF,
    31. Play Patience.
    32. Chase down problems and solutions on new domestic equipment.

I take my Eee PC with me when I travel, (also my Memory stick, my VoIP phone, my camera and mobile phone.) This has Windows XP with Microsoft Works and MS Outlook for email. At home, I link this to the large screen TV with Quadrophonic sound.

I also use an old tower PC running Ubuntu 9.10, linked to my printer / scanner, for Open Office 3.1 with word-processing, spreadsheet and presentation software and GIMP photo-editing software. This PC has a new 1360×768 screen plus a 5.1 surround sound system.

So this morning, I’m sitting reading the morning paper, listening to Ackerbilk and on the TV, as a painting, is a beautiful Kandinsky, yesterday it was a Modigliani. I’ve dealt with my morning emails. Within the hour I’m due to work on my allotment, when I’ve finished my coffee. Cheers.

How can we best use Kindles in children’s education?

How can we best use Kindles in children’s education in the UK or even just in Adur?

They cost £111 each, inc Vat. They are monochrome and have no images, just text – loads and loads of text.

Let’s say we (a school) bought twenty of them, who would we give them to or lend them to and how would they use them? If you damage one, presumably then that child would miss out for say three months.

Or children could download the Free Kindle reader software to any PC (possibly not portable) so that those users can download what they want, provided that it’s free (500,000 books.) Could the education broadband facility cope with this, both speed and permissions.

Range of books is from Winnie the Pooh to the complete works of Shakespeare. But they can also be used for ‘white noise’ for very young children.

With six devices per Kindle unit account a group of six six-formers could be allowed a subscription to the Economist, say. They could also download possibly all their academic study books. Amazon are trialling a library service in America, where a book can be lent (electronically) to someone else for two weeks, not available in the UK yet. Then again we could give the six-former groups a budget for them to spend as they will.

What do schools and colleges spend on books each year?

Are there any charitable trusts who could help us?

Does it need to be part fo an overall strategy or is it just a tactic we should just get on with.

Some schools have already started.

As always the full question has to be sub-divided into Who, What, Why, When, Where and How and for each sub-group at the various stages in school.

An auspicious start leading to momentous happenings

Tomorrows’ Winds”Tomorrows' Winds Cover

No excuse now. Currently in the Best seller List at 5,657th.

Tomorrows’ Winds is now available on-line for only 99p plus Vat.

Readers comments:

Very imaginative and stimulating, it’s a damned good read. I couldn’t put it down.”

That was great, when will the next be available?”

Highly imaginative view into one possible outcome of a highly technological society in the future . Optimistic, good fun , easy to read , amusing little twist at the end. I enjoyed it . Lets have the next one!”

I felt he could have written a much larger book or even given some of his ideas a book of their own to explore them more fully. I’m now intrigued to see how many new ideas are in his next book.”

just follow the link: http://tinyurl.com/3xghkhm

Download and read Kindle books – no Kindle required. You may need a free of charge Kindle reader for your iPhone, your Windows PC, your Mac, iPad or Android phone. Just click here to download it from Amazon. http://tinyurl.com/2uajty4

If I can do it, then it must be straightforward!

If anyone wants to then I’m prepared to join and support a Kindle Writers and Publishers Club in Brighton and / or on-line.

Happy New Year.

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