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Easy Learning - John Nicholson - 03-05-2008 ------------------------------------------:tourist: [SIZE="4"]Preliminary Association with the abacus and the alphabet, is where our parents should start, in ensuring vital early primary education. All our children are capable of building a perfect structure of mental mathematics. I am attempting to interest the world's largest bank HSBC in providing this mathematic programme for all the world's children. Simply by utilising abacus one and an abacus one map, alongside an extremely well built graphically perfect website with the finest pictorial explanations provided for all the world's children on it. A perfect educational mathematic experience, free to the entire world. A program designed to back up early abacus education and build on the clear principles of mathematical demonstration incorporating the vital steps in early reading. Teaching perfect mathematics with an abacus is possible for any normal parent, where parents lack interest or motivation it is vital for the State to ensures assistance with this rapid, easily assimilated training programme. Using these resources and proving there value for your own children, would mean that you can assist many children with this mathematic and reading programme utilising the abacus and the abacus one map alongside a traditional reading program. As far as the one-to-one reading program goes it can be adapted to school use, utilising the back of the abacus one map as a smaller jigsaw or utilising it as a point and prove exercise enabling the whole class to point and prove on a daily basis, until such time as every sound of the alphabet is cemented securely with every letter. Children will vary in their ability to learn and link each letter and sound, but every child should be consistently tested preferably by their parents, as they are being taught, something which I consider are the most essential lessons of their life. Our prisons are full of People who were failed as children by both parents and State in establishing the sound and symbols of the alphabet. The automatic abilities which we all possess in order to learn to speak our natural language, cannot be utilised until every child understands every letter and sound, this is why I have printed it on the back of every letter card. The earlier the child is taught these very early mathematic simplicities, the earlier it will be able to read, utilisation of neurological pathways is activated clearly by understanding numbers in both word and symbol form, this activation of the sound within the mind is the key to understanding numbers, an ability which leads directly to early reading ability. It is easier for parents to teach their own children this early arithmetic, how many times do to you have to tell your child the count of ten before it can remember it perfectly, As soon as a child is able to speak it needs to be able to identify its two thumbs Mr 5 and Mr 6, it can use its left-hand to illustrate L those three things are vital knowledge, recognising each hand has five fingers. The long fingers Master three and Miss even eight, are then all that a child needs to be taught, in association with counting to ten as each of the other fingers is rapidly assimilated as a name and number into the child's permanent memory. Where parents fail their children, it is for the benefit of everyone that the State takes the responsibility even for this early education, for most certainly a child that cannot read can not teach itself. The evolution of the European alphabet and our written language is lost in time. But common sense should tell us that the effective knowledge of the sound and sight, for letter recognition is best learnt in this way. With intensive teaching, virtually any child that can speak, will perfect the rhythmic sound of the alphabet in one week and if intensively taught be able to recognise every letter in another week. Obviously our alphabet has many sounds and the interpretation of those sounds needs to be learnt perfectly, normal progress in age-old practice will automatically introduce every child to those sounds. My three-dimensional approach to the alphabet map, placing familiar objects on different letters allowing the child to read and associate the letters built into the words necessary to identify the objects, naturally builds understanding of what the child is reading automatically and imperceptibly, Simply by placing an oxo cube on the x a child will recognise all three letters and naturally store that simple picture and sound in association. The child simply adds a b to oxo and subtracts an o to establish the word box as further picture and so on. My recent experience with a very clever child refusing to learn the alphabet, when utilising three-dimensional objects, learnt the position of every letter on the alphabet map as a perfect memory after only four sessions of adding three-dimensional objects. Of course every child learns things at a different rate, and my easy learning system can easily assimilate the difference in child learning rates, we can enhance every child's ability by allowing them to teach each other, my belief is simple we human beings have only three methods of behaviour, we are either talking where we are teaching by explanation, or listening and watching where we are learning, or considering what we have seen and heard. Lifelong learning is really what the human state is about. Well carried out reading is the most natural way of improving our minds, how can we read to learn if we have not learn to read. Reading is exciting. Why should any child read if it is not? As an adult we need to read many things in order to import the levels of knowledge we all require to achieve. To understand and give explanation to much of what we have to read as adults in work situations can be dull and boring, We should not make a child read anything that it does not wish to read quite naturally in its early years. Let our children read for excitement and interest, once we have given them perfect mathematical ability, and insured that they can read anything they wish, their rate of learning is entirely dependent on their independently built desire to learn. Obviously within educational establishments we need to provide appropriate reading material. We are in clear reach of a computer and Internet connection for every child on earth, unless we teach them all perfect mathematics, and insure adequate reading ability, the real value of the internet will not be available to them. Most of what we learn we can learn instantly, we are programmed to copy sound in order to learn our natural language, we are programmed to copy every physical thing we do in order to learn quite naturally to do everything we need to do. Our schools need to be safe, under adult supervision they could be reorganised to allow all children to interact in maths demonstrations for educational process understanding and the value of children mixing with their elders. Our educational needs can only be achieved by the motivation of our pupils, success breeds success, in exactly the same manner that failure breeds failure. I rest my case for educational reorganisation, entirely on your own progress with your own children. John Nicholson _________________________:pcprob: _________________:pcprob: _________:pcprob: [/SIZE] Easy Learning - John Nicholson - 09-07-2008 -------------------------------------------------:holiday: MY FINAL ADRESS TO THE VOTERS OF HALTEMPRICE AND HOWDEN I HAVE NOT VOTED IN AN ELECTION MYSELF FOR OVER THIRTY YEARS So how can I ask you to vote for me tomorrow. My first point is that it is a sham election, which I am using to promote my educational philosophy, my research over thirteen years of study and my life experiences over nearly sixty eight years culminate into a respect for democracy, I am happy to let the majority rule. I was born on the 15th day of September 19 40, my mothers view of war was such that after two world wars she said only politicians should fight wars, then there would be none. I wish for my work to be worthy of the lives of those airmen that lost their lives in the Battle of Britain, so I ask you to study my research into the possibilities of the human mind. Let my creation of an abacus that can be written in every human language and the creation of a linier mathematic concept whereby child will teach child the simple processes of mathematics on a daily basis, both in and out of schools, ensure the equality of education which is central to our survival. As far as humanity is concerned, the only real enemy is ignorance and the only true friend is the knowledge we acquire through our personal education. The abacus never lies to us, it is thousands of years old in concept, always ready to prove total accuracy. My concept is that we use it daily from four to six yeas of age, as the arithmetic gets harder and harder the abacus supports the human mind, in the clear demonstrations of process, to a point where every child using it has a mental map of arithmetic whereby the neurological pathways provide the abilities in mental arithmetic and reading ability so vital to us all. My work can all be reached from this website. http://www.fwi.co.uk/Community/forums/trying-politics-16442.aspx john nicholson - - - see page 6 -- july 8th The Times --------------:pcprob: ----------------:pcprob: -------------------:pcprob: Easy Learning - John Nicholson - 04-09-2008 Science News Trigger For Brain Plasticity Identified: Signal Comes, Surprisingly, From Outside The Brain ScienceDaily (Aug. 9, 2008) — Researchers have long sought a factor that can trigger the brain's ability to learn – and perhaps recapture the "sponge-like" quality of childhood. In the August 8 issue of the journal Cell, neuroscientists at Children's Hospital Boston report that they've identified such a factor, a protein called Otx 2. Otx2 helps a key type of cell in the cortex to mature, initiating a critical period -- a window of heightened brain plasticity, when the brain can readily make new connections. The work was done in a mouse model of the visual system, a classic model for understanding how the brain sets up its wiring in response to input from the outside world. But Takao Hensch, PhD, of the Neurobiology Program and Department of Neurology at Children's, the study's senior investigator, speculates that there may be similar factors from the auditory, olfactory and other sensory systems that help time critical periods. Timing is important, because the brain needs to rewire itself at the right moment -- when it's getting the optimal sensory input. "If the timing is off, the brain won't set up its circuits properly," Hensch says. Being able to control the timing of critical periods in different parts of the brain could possibly ameliorate developmental disorders such as autism, in which researchers believe critical periods may be inappropriately accelerated or delayed. Retriggering a critical period might also help people learn more readily after childhood – acquiring a new language, developing musical abilities or recovering from stroke or brain injury, for example. Interestingly, Hensch and colleagues found that the brain cells that switch on critical periods in the visual system (parvalbumin cells) don't actually make Otx2 themselves. Instead, Otx2 is sent by the retina. In essence, the eye is telling the brain, "The eyes are ready and seeing properly -- you can rewire now." "The eye is telling the brain when to become plastic, rather than the brain developing on its own clock," says Hensch, who is also a professor at Harvard Medical School and at Harvard University's Department of Molecular & Cellular Biology. "The idea that this class of molecular messenger is passed from cell to cell is considered unorthodox in cell biology." This idea, however, has long been advocated by Dr. Alain Prochiantz of the Ecole Normale Superieure (Paris) and College de France, Hensch's collaborator and a coauthor on the study. It was previously known that when parvalbumin cells mature, they set up inhibitory circuits in the cortex, balancing the existing excitatory circuits. Hensch and others have shown that setting up inhibitory circuits is key in launching critical periods. "Early excitatory input is important to make first contacts between neurons," Hensch explains. "But then, at the next stage, you need inhibition." In the current study, Hensch and colleagues demonstrated that when mice are reared in the dark, thus getting no visual input, Otx2 remains in the retina. Only when the mice received full visual input did Otx2 begin to appear in the cortex, and only then did parvalbumin cells start to mature. In other experiments, the researchers injected Otx2 directly into the cortex. The parvalbumin cells matured, even when the mice were kept in the dark. Finally, when Otx2 synthesis was blocked in the eye, parvalbumin cell functions failed to mature. Otx2 has an unusual derivation: it is originally produced during embryonic development; without it, mice don't develop heads. Production then stops, but some days after birth, it reappears in parvalbumin cells. "The nervous system is recycling an embryonic factor to induce brain plasticity," says Hensch. Hensch, who last fall won the highly competitive NIH Director's Pioneer Award, is also interested in the transport mechanism that propagates Otx2 from the retina to the cortex. He speculates that Otx2 itself could be a carrier for factors you'd want to deliver to the brain, envisioning eye drops for brain disorders such as schizophrenia, in which parvalbumin cells don't properly mature. Major Step Forward In Understanding How Memory Works ScienceDaily (Apr. 25, 2008) — Our ability to remember the objects, places and people within our environment is essential for everyday life, although the importance of this is only fully appreciated when recognition memory beings to fail, as in Alzheimer's disease. By blocking certain mechanisms that control the way that nerve cells in the brain communicate, scientists from the University of Bristol have been able to prevent visual recognition memory in rats. This demonstrates they have identified cellular and molecular mechanisms in the brain that may provide a key to understanding processes of recognition memory. Zafar Bashir, Professor of Cellular Neuroscience, who led the team at Bristol University said: "This is a major step forward in our understanding of recognition memory. We have been able to show that key processes controlling synaptic communication are also vital in learning and memory." The ability to recognise elements in the surrounding environment such as faces or places, as well as the ability to learn about that environment, is crucial to our normal functioning in the world. But the actual mechanisms and changes that occur in the brain and allow learning to happen are still not very well understood. One hypothesis is that changes at the specialised junctions (synapses) between nerve cells in the brain, hold the secrets to learning and memory. The change in the strength of communication between synapses is called synaptic plasticity and, it is believed, the mechanisms of synaptic plasticity may be important for learning and memory. Bashir and his colleagues tested this hypothesis. Dr Sarah Griffiths, lead author on the paper, explained: "Nerve cells in the perirhinal cortex of the brain are known to be vital for visual recognition memory. Using a combination of biological techniques and behavioural testing, we examined whether the mechanisms involved in synaptic plasticity are also vital for visual recognition memory." In their experiments, they were able to identify a key molecular mechanism that controls synaptic plasticity in the perirhinal cortex. They then demonstrated that blocking the same molecular mechanism that controls synaptic plasticity also prevented visual recognition memory in rats. This shows that such memory relies on specific molecular processes in the brain. Professor Bashir added: "The next step is to try to understand the processes that enable visual memories to be held in our brains for such long periods of time, and why these mechanisms begin to break down in old age." This is interesting research, backing up my concept of visual automatic memory which is at the back of easy learning provided by just watching the abacus movement, I say often that children learn quite easily by copying. Their first copying is obviously sounds which they translate into meaning by simple regular association, IMPERCEPTABLY. VISUAL COPYING WORKS EXACTLY IN THE SAME WAY The child watches the movement on the abacus or by exercises in the manner of a “sum a secondâ€, and then interprets the movement into perfect memory. The point of perfect memory, when a movement on the ABACUS ONE becomes a perfect memory is also IMPERCEPTABLE Their second layer of copying is obviously visual which they translate into meaning by simple regular association also. When a child uses an abacus one for a week in just ten minutes of regular arithmetic that arithmetic will be memory perfect. When a child uses an ABACUS ONE for maths work in a consistently advancing manner for ten minutes a day from four years of age until it is six years old every mathematic principal will become an automatic MEMORY. As also will the picture memory of the words in any language but we should use it for two languages one of them of course being English. Easy Learning - greenfin1 - 03-02-2009 Wow every one here looks Geek: well carry on boy i am just reading the posts. Easy Learning - John Nicholson - 03-06-2009 [SIZE="6"]ADDRESSING THE ELDERS To the individual members of the elders, I am preparing a visual request for your assistance, I have given thirteen years of my life to one concept, that is “the possibility of human equalityâ€. It is self evident, that we are all born with the evolutionary ability of being able to speak and think as we mature. Neurological research is developing a better understanding of our human capabilities, but the possibilities of developing our human mind, are continually restricted by our individual experience. We can be of the same mind but never posses the same mind. Clearly our minds are our individual perception, our understanding of the world in which we live, built up slowly by our personal experience and reason, our individual ability is restricted by our personal experience, it is from others that we can learn those things that we may never have personal experience of. The mental abilities of our modern brains are considered to be around fifty thousand years old, our modern children can clearly become quickly aware of the broader world we inhabit today, from television and radio, but our education is founded on perfection in counting and reading, our natural ability to think at the speed of light ( our visual memory which I call image in action) the brains storage system, where ideas are transferred from words into images and it is from those images, that we can instantaneously draw on the words we need to use to explain ideas, either the simple or the complicated concepts we all have the ability to consider. It is from this universal perception, in our common ability to utilise language in teaching and learning that our equality rests. We all teach and learn consistently within our everyday lives. Thirteen years ago while watching Chinese children using an abacus I first thought they must be naturally more intelligent then European children, within ten minutes however I realised they were no more or less intelligent than anyone else. It was the ability of the abacus to provide them with a clear understanding of our numeric pattern structure that gave them rapid sustainable mental ability in mathematics. So my interest in the human brain and its potential was instigated. After thirteen years of studying just HOW WHEN WHERE WHY & WHAT we need to learn, my research and observations lead me to a clear realisation, that EARLY COUNTING & READING are the human keys to logical thinking and knowledge building. In order that every child can benefit wherever and whatever their family circumstances may be, I believe we should use one standard system for early formal teaching, By making this system available to parents wherever they may be, teaching their own children early can become second nature within human behaviour . So Elders, if the purpose of my work is to be understood it has to be clearly stated. My central belief is that evolution has created each and every one of us with an abundance of intelligence and ability, far in excess of anything we can individually require to learn to utilise within our daily lives. However the door to that ability remains firmly shut until we can use it automatically. We need to count read and think at the speed of light in order to utilize our individual intelligence. Every one of us will need to develop our personal and joint mental abilities if we are to survive in a world with limited resources, which will become ever increasingly under pressure as our resources diminish, and our population grows. Individual and international intelligence is vital if we are to co-operate in building a sustainable world economy, systems of sustainable power generation and food production need to harmonized if wars and civil unrest are to be avoided, with all the associated problems this would generate. My concept is simple, if we adopt one system for teaching all children to count and read. we shall develop international ability, by drawing international awareness to it, we shall ensure the maximum number of parents are teaching their own children early. Teaching children well at the earliest possible age has for a long time been recognised by researchers as the most vital ingredient in the provision of a broad efficient education. With the advent of new possibilities through internet computer based learning, of which we are all aware, education will no doubt improve exponentially as far as secondary and university learning is concerned, alongside the individual possibilities for adult learning. The future development of computer based education, will not benefit people without computers, nor it will it benefit those who are to young to use computers, or the millions of children without any chance of formal schooling. My methods for teaching very young children are dependent on less than one days training for the teacher, properly carried through to its logical conclusion, as far as mathematics are concerned teaching chains of pupil teachers can be initiated immediately. PUBLICITY and low cost resources, clearly able to be funded by the united nations, world charities and international companies, alongside national governments, means we could initiate basic education in mathematics, immediately developing the benefits within early teaching of all children’s reading of national and second languages. [/SIZE] Easy Learning - John Nicholson - 08-11-2009 [SIZE="6"]You Are Here: The British Psychological Society Annual Conference [...] > Programme > Jon Driver Print this page Jon Driver trained in Experimental Psychology at Oxford in the 1980s. He then spent a formative period in the USA at Oregon (with Mike Posner among others) and in the Bay Area, before returning to the UK for a faculty post at Cambridge. He was awarded the BPS Spearman Medal in 1994. He moved to London in 1997, where he became Director of the UCL Institute of Cognitive Neuroscience in 2004. He works on multisensory perception, selective attention, and spatial cognition, studying the normal and damaged brain in humans but with close reference to related animal studies. He is a Fellow of the Academy of Medical Sciences, of the British Academy, and a member of Academia Europaea. He will shortly become a Royal Society 2010 Anniversary Research Professor. http://www.icn.ucl.ac.uk/jdriver Jon Driver From Wikipedia, the free encyclopedia Jump to: navigation, search Jon Driver is a Professor of Cognitive Neuroscience at University College London and a leading psychologist and neuroscientist in the UK. He is Director of the UCL Institute of Cognitive Neuroscience and also a Principal Investigator at the Wellcome Trust Centre for Neuroimaging at UCL. The UCL Institute of Cognitive Neuroscience (ICN) is a leading interdisciplinary research centre that studies the brain basis of mental processes in health and disease, for adults and children. The ICN brings together over 100 researchers from different disciplines, such as psychology, anatomy, neurology, and language sciences, all with common interests in understanding the human mind and brain, under Jon Driver's leadership. The ICN is located in Queen Square, London WC1, a historic square that has a unique tradition in neuroscience, and is also the location of the National Hospital for Neurology and Neurosurgery and the associated Institute of Neurology. The neighbouring Wellcome Trust Centre for Neuroimaging at UCL is one of the top neuroimaging centres in the world. Jon Driver has authored over 250 full scientific publications. In 2005 he was elected as a Fellow of the Academy of Medical Sciences and in 2006 as a member of Academia Europaea, the Academy of Europe. Previous awards include the Spearman Medal of the British Psychological Society, the Experimental Psychology Society (EPS) Prize, and the EPS Mid-Career Award. His research has been funded by the Medical Research Council, the Wellcome Trust, the Biology and Biotechnology Research Council, the Economic and Social Research Council, the McDonnell Foundation, The Stroke Association, and the Royal Society. He was recipient of a prestigious Royal Society Wolfson Research Merit Award, and in 2007 became a Royal Society - Leverhulme Trust Senior Research Fellow. He is married to Nilli Lavie, a Professor of Psychology at UCL, and lives with her and their two sons in North London. [edit] Research Driver's research focuses on perception, selective attention and multisensory integration (interplay between our different senses) in the normal and damaged human brain. He uses a combination of psychophysical, neuropsychological, neuroimaging and TMS methods, including most recently a combined brain stimulation and brain imaging approach (concurrent TMS-fMRI). [edit] Selected publications Ruff,C.C., Blankenburg,F., Bjoertomt,O., Bestmann,S., Freeman,E., Haynes,J-D.,Rees,G., Josephs,O., Deichmann,R., Driver,J. (2006). Concurrent TMS-fMRI and psychophysics reveal frontal influences on human retinotopic visual cortex. Current Biology 16(15), 1479-1488. Driver,J. (1996). Enhancement of selective listening by illusory mislocation of speech sounds due to lip-reading. Nature 381, 66-68 [edit] External links • UCL Institute of Cognitive Neuroscience Retrieved from "http://en.wikipedia.org/wiki/Jon_Driver" Categories: Living people | Members of Academia Europaea | Fellows of the Academy of Medical Sciences | Academics of University College London | British neuroscientists Hidden categories: Year of birth missing (living people)http://www.teach-the-brain.org/forums/forumdisplay.php?s=&daysprune=-1&f=26 Views • Featured content • Current events • Random article[/SIZE] Easy Learning - John Nicholson - 30-11-2010 [SIZE="7"] "We really can teach kids just about anything as long as it's systematic," said Napolitano. [/SIZE][SIZE="6"][COLOR="Green"]After fifteen years of research and observation this is exactly what I have observed and considered to be so. Where children are found to differ from others in any ability how often do we see the statement that after forty hours or so of one to one teaching, we have altered the brain scanning difference identifiable previously? It is quite obvious in the manner in which our brains are configured that they are capable of development in many differing manners. How many times has brain research shown that one area being damaged results in other areas of the brain taking over the responsibilities of the damaged area? Of course our brains are capable of experiential development quite naturally. We may read everything ever written about the human brain, but who in their right mind would ever give themselves over to allowing the world’s foremost neuroscientist a scalpel to remove a growth in the brain rather than a doctor with physical experience of brain surgery. Teaching anything is only valid when the taught, can demonstrate just what they have been taught.[/COLOR][/SIZE] [SIZE="5"]Playing With Building Blocks of Creativity Help Children With Autism ScienceDaily (Nov. 30, 2010) — In an attempt to help children with autism learn the building blocks of creativity, researchers at the University of Rochester Medical Centre (URMC) tapped a toy box staple for help -- legos. By building lego structures in new and unique ways, children with autism spectrum disorders (ASD) learned to use creativity, an important skill that they had seen as very challenging prior to the study. "In every day life we need to be able to respond to new situations," said Deborah A. Napolitano, Ph.D., BCBA-D., the study's principal investigator and assistant professor of Pediatrics at URMC's Golisano Children's Hospital. "If a child has only a rote set of skills, it's hard to be successful." Many children with ASD can become frustrated and uncomfortable when asked to break out of repetitive activities and create something new. Using Applied Behaviour Analysis (ABA), the science of figuring out how to target and systematically change a specific behaviour, the study's researchers succeeded in teaching all six children with ASD in the study to play with legos in a more creative way. The study's findings have been published in the Journal of Applied Behavioural Analysis. The children, who had wanted to create the same 24-block lego structure over and over again at the start of the study, began venturing out of their comfort zones to create new structures with different colour patterns or that were shaped differently. Snapping a yellow lego onto a blue one when only red blocks had touched blue blocks in the previous structure, for instance, was a big step in helping a study participant with ASD cope with new situations encountered in everyday life, such as learning to say hello when someone they know but were not expecting to see greets them. [SIZE="6"] "We really can teach kids just about anything as long as it's systematic," said Napolitano. [/SIZE]By the end of the study, all six participants succeeded in making changes to every lego structure they worked on. The study's participants were between the ages of 6 and 10 and five of the six had moderate problems with restricted or sameness behaviour, according to a behaviour scale assessment that each participants' parent or teacher completed. The one-on-one sessions with building blocks took place at the participants' schools in rooms with minimal distractions. Participants' names were changed in the study. As each child began building with 24 legos, the instructor praised the child with a "good job" from time to time, to get baseline data and decide whether the child seemed inclined to change the colour pattern of the legos or the structure of the legos. After acquiring baseline data about the children's preferences (like changing legos' colour patterns versus legos' structural patterns) researchers began with the first intervention phase. The first phase of the study consisted of a set of sessions that took place over several months. An instructor asked a child to build something new at the beginning of each session. If a child seemed confused about what he or she was being asked to do, the instructor modelled how to build something different and then prompted the child to build something different. If a child understood and succeeded in building something new, by experimenting with colour patterns or lego structures, he or she was rewarded with a small prize, such as playing with a favoured toy. In the next phase, the instructor asked the children to build something new with wooden blocks, rather than the plastic lego blocks they had grown accustomed to, to see whether they could apply their new skills to a slightly different situation from the one they had learned in. Then the instructor gave the children legos again, but this time they didn't receive teaching sessions and were rewarded only with a "good job" and not a small prize, like in the first phase. The instructor wanted to see whether the children would still experiment with legos. In the last phase, the children were once again rewarded for varying their lego structures. A few months later, researchers followed up with the children and found that they were all still able to create new structures in varying colours or shapes. "The study's findings could pave the way for new studies testing interventions that attempt to improve a wide variety of social skills and behaviours among people with ASD," said Napolitano. "With positive reinforcement and teaching sessions, such tasks as engaging in novel conversations, posing new questions and creating new ways to play could be within reach for children with ASD."[/SIZE] [SIZE="6"] WE STAND ONLY ONE STEP ALONG THE PATHWAY OF UNDERSTANDING THE POSSIBILITIES OF DEVELOPING ALL CHILDREN’S MIND POTENTIAL [/SIZE]
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