Archive for October, 2008

In every case of reflective activity, a person finds himself confronted with a given, present situation from which he has to arrive at, or conclude to, something that is not present. This process of arriving at an idea of what is absent on the basis of what is at hand is inference. What is present carries or bears the mind over to the idea and ultimately the acceptance of something else.–Dewey

Dewey defined reflective thought as ‘active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends’.

Image: blog.lib.umn.edu/evans391/

Bring me the sunset in a cup, by Emily Dickinson
Bring me the sunset in a cup,
Reckon the morning’s flagons up
And say how many Dew,
Tell me how far the morning leaps —
Tell me what time the weaver sleeps
Who spun the breadth of blue!

Write me how many notes there be
In the new Robin’s ecstasy
Among astonished boughs —
How many trips the Tortoise makes —
How many cups the Bee partakes,
The Debauchee of Dews!

Also, who laid the Rainbow’s piers,
Also, who leads the docile spheres
By withes of supple blue?
Whose fingers string the stalactite —
Who counts the wampum of the night
To see that none is due?

Who built this little Alban House
And shut the windows down so close
My spirit cannot see?
Who’ll let me out some gala day
With implements to fly away,
Passing Pomposity?

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Do you know what French Knitting is? Do you know the “how” of French Knitting! Well, a couple of English people in London didn’t know about it…and one or two said they know about it, but have never done it and would love to do it. Here’s two of my pics where I started it only to show them… we used to do that in our school in SA with the Grade 3 children. Whenever they were finished with their work and had nothing else to finish, they could get their French Knitting from the chair bags (for non-Saffas reading here…a chair bag slips over the back of the chair and the school children put all sorts of stuff in there, e.g. pens, diaries, colouring pencils etc. but some of them would even put their sandwiches in there and forget about it…and then it goes rotten! hehe..I used to let them check their chair bags on Fridays). They loved the French Knitting and even the boys were keen to doing it…for some it was a bit tricky but once they started to get the hang of it..it was easy peasy. I’ve found a site and copied the info here for you to know what it’s about and how you can start your own. A few years ago we bought some kit – like what you see on 4th image, but it didn’t last long. I prefer the good old fashion way of French Kitting! Has your child got fine motor problems…let him/her do some French Knitting!

Tolletjie breiwerk is baie goed vir kleintjies om te doen, dit het ook sy voordele in vir die kind wat so bietjie fynmotoriese-koördinasie-probleme het. Soms kry jy die kind wat fyn-motoriese probleme ondervind wat ook hiermee probleme ondervind, maar sodra hulle dit baasgeraak het, kom daardie probleme ook sommer gou uitgestryk, daarom glo ek dat dit ‘n goeie terapeutiese manier is vir kinders met fynmotoriese probleme om hulle daarin te help. Kinders wat fynmotoriese probleme het, het soms ook ‘n handskrifprobleem. Arbeidsterapeute skryf gewoonlik verskillende oefeninge voor en ek dink hulle kan tog ingedagte hou dat hierdie ook iets is wat ouers kan probeer, maar, nie alle ouers het die geduld/tyd om met die kind te gaan sit en tolletjie-brei te doen nie! Stel tog bietjie voor by jou kinders/kleinkinders se skool dat die onnies bietjie dit met die kinders moet doen.

Image: willowfabrics.com

Image: toyday.co.uk

“French Knitting Reels”
Equipment: Wooden cotton reels
4 x Panel pins about 1 to 2 cm long
Poster paint and paintbrushes
Spray varnish
Wool & crochet hook
Method: Paint the wooden cotton reel with a *cool* pattern, and when the paint is dry, spray varnish the whole reel.–(you don’t have to!) Then hammer in the 4 panel pins at one end of the reel, to a depth of 3-4mm, in the shape of a square. This completes the knitting reel. Now for the knitting!

1. Make a *slip-knot* with one end of the the wool around one of the pins, push the short end down through the hole in the middle of the reel, then wind the long end of the wool once around each of the remaining pins, turning the reel as you work.
2. When you reach the first pin, turn the reel so that a *row* of wool is just above the previous loop on the pin.
3. Using the crochet hook, pick up the loop on the first pin and slide it **over** the wool just above it. Turn the reel so that the next pin is facing you.
4. Repeat the last action “indefinitely*, or until the “piece of knitting” is long enough to make an article with when sewn together..or have fun! Source:
http://mysite.mweb.co.za/residents/net02833/sewing.htm update: this site doesn’t exist anymore! – sorry!

Another GREAT video here – http://www.bbc.co.uk/blast/fashion/french_knitting/117595

image: knitforvictory.blogspot

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Please click HERE to play through the games of Anand/Kramnik on the site of nytimes(gambit). The link will open in a new window.

Images: Official site



 Follow THIS LINK on my blog to see the results of all their games, move-by-move, also to follow many other links to sites with games played previously, including a link to the Official site…and…on THIS LINK ..also on my blog, you can go through annotated movies of their games played through the WCC 2008. Enjoy! Links will open in a new window.

News Article from the BBC:

Anand retains world chess title

Anand said he had given one of his best-ever performances
India’s Viswanathan Anand has retained his FIDE World Chess Championship title by beating Russia’s Vladimir Kramnik in the German city of Bonn.

Anand won three games, drew seven times and lost once en route to winning the competition by 6.5 points to 4.5.

He and Kramnik will share the total prize fund of 1.5m euros ($1.94m).

Anand became FIDE world champion last year by winning a tournament in Mexico, where Kramnik was again runner-up. Anand first won the title in 2000.

Kramnik, the Classical World Chess Champion, had competed in the 2007 World Chess Federation (FIDE) world championship with the understanding that if he lost, he would get a chance to reclaim the title by playing a match against the winner in 2008.

“Vladimir pushed me into giving my all. I’ve given one of my best-ever performances here in Bonn,” Anand, 38, told the AFP news agency after his victory on Wednesday.

“I tried everything, but it just wasn’t enough. Life is like that and defeat is part of it,” Kramnik conceded.

Anand, who was born in the southern Indian city of Madras (Chennai), divides his time between India and Spain.

Known as the “Tiger from Madras”, his achievements have triggered huge interest in the game in India with chess clubs mushrooming in many parts of the country.




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I got this cd of Jim Brickman from an American chess player-friend about a year ago. I’ve rediscovered the music and want to share a few tracks (some tasters) with you. The music is beautiful, relaxing, soothing…. Enjoy!

Amazing Grace

You never know

 All I ever wanted

 Please click here to visit his site…the link will open in a new window.

“In you I see the beauty of nature and the love of God” …beauty is in your heart and not in the mirror.

Tracks on the cd:
1. If you believe
2. Journey
3. Amazing Grace
4. All I ever wanted
5. Crossroads
6. You never know
7. By Chance
8. Angel Eyes
9. Bittersweet
10. Dream come true
11. Joyful
12. Picture this
13. By heart
14. Shades of white
15. Another Tuesday morning
16. Devotion
17. Glory (Duet with David Benoit)
18. We exalt Thee

Image: farm3.static.flickr.com/2207/2286429154_f9c9f2dd5a_b

Thousands of years ago the Celtic ancestors placed great value on spiritual friendships. The Gaelic word for this was…Anam Cara. The link will open in a new window.

Anam Cara Blessing

May the light of your soul guide you.
May the light of your soul bless the work you do with the secret love and warmth in your heart.
May you see in what you do the beauty of your own soul.
May the sacredness of your work bring healing, light, and renewal to those who work with you and to those who see and receive your work.
May your work never weary you.
May it release within you wellsprings of refreshment, inspiration, and excitement.
May you be present in what you do.
May you never become lost in the bland absences.
May the day never burden.
May dawn find you awake and alert, approaching your new day with dreams, possibilities, and promises.
May evening find you gracious and fulfilled.
May you go into the night blessed, sheltered, and protected.
May your soul calm, console, and renew you.

John O’Donohue

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Image: Irlen.com

Update: Irlen Syndrome: 18/3/2013

By Cynthia Mccormick
July 17, 2008
For years, Tracy Bowman of Buzzards Bay tried to get her elementary-school-age daughter to pick up a book and read.

She stocked her home with the newest children’s literature and beloved classics.

But Bowman ended up reading the Junie B. Jones books out loud to Dayna, now 10, after the child complained that reading hurt her eyes.

Bowman had her daughter’s vision tested.

It was fine.

The staff at James F. Peebles Elementary School had Dayna tested for learning disabilities.

She was fine.

Some people thought Dayna might just be lazy, but when Bowman saw her vivacious, active daughter getting off the bus every day in tears after another failure in school, she knew something else was going on.

“She couldn’t read like her friends did,” Bowman says. “It was breaking my heart. I would have to read her homework directions to her.”

Dayna’s teachers puzzled over her case, too. Then, on a hunch, a Bourne special education teacher had the girl tested for a little-known perceptual problem called Irlen syndrome.

Also known as scoptopic sensitivity syndrome, Irlen syndrome causes problems with the nervous system’s understanding of visual information, such as printing.

Most sufferers are bothered by light sensitivity, especially fluorescent lights. Reading makes them feel strained or sleepy and can give them headaches — which is not surprising, since words seem to move around the page, and readers have trouble finding their place.

Really bad cases of Irlen syndrome can make it almost impossible for sufferers to sit down and read for any period of time. Children with milder cases may be good readers who don’t progress as much in their instruction as teachers expect.

“I’d never heard of it before,” Bowman says.

Diane Godfrey, the special education teacher, explained that Dayna saw the written page differently from other people.

“It was like looking at an optical illusion all the time,” Bowman says.

The solution to Dayna’s reading problems was surprisingly simple.
All Dayna required to put her back on track with her peer group was to have a transparent colored overlay placed on her reading material.
Irlen expert Georgianna Saba of Medford determined that the best color transparency for Dayna was pink, so now the girl goes to school with an 8-by-10-inch, rose-colored transparent page to put over her schoolwork. She also was fitted with a pair of nonprescription glasses with pink-tinted lenses.

The transformation was amazing, Bowman says.

“Dayna is now getting the best report card she ever had,” she says. “She is going to bed reading. She says, ‘Mom, can I please keep reading? Please?'”

When Dayna’s tutor lent her a book about Irlen syndrome, called “Reading by the Colors,” Bowman felt a flash of recognition.

“I was reading about myself,” she says. A hairdresser, she had decided to forgo college because she doubted she could keep up with the coursework.

“Reading was labored and difficult for me,” Bowman says. “My brain would shut off, and I’d fall asleep.”

Together with a now-retired social worker from the Bourne school system, Julie Sacchetti, Bowman founded a local company called the Irlen Connection, which refers children and adults to testing for Irlen syndrome.

The main purpose of the Irlen Connection is to raise awareness about the perceptual problem, which is not picked up by regular special education testing or physicians, Bowman says.

She and Sacchetti are lobbying the Legislature to include testing for Irlen syndrome in the normal battery of special education tests.

While House Bill 539 initially would require an outlay of approximately $838,250 to train testers in screening methods, it would save the special education system millions of dollars, the women say.

Irlen syndrome is named after Helen Irlen, the educational psychologist who discovered the condition while working with adult learners in California in the early 1980s.

Irlen found that some students’ reading improved when they covered a page of print with a colored overlay.

Bowman and Sacchetti say cases of Irlen syndrome often are misdiagnosed as attention-deficit disorder or other issues that can require costly educational interventions. Once Irlen syndrome is diagnosed, the only cost is for colored transparencies and glasses.

Saba, the Irlen expert, estimates that after 12 months of Irlen testing, 1,000 students would be able to be pulled off Individual Education Plans for a savings of about $6.7 million.

Massachusetts Education Commissioner David P. Driscoll has called the 45-minute Irlen screening method “very efficient and economical.”

Arizona has passed a bill for a pilot project, and California has a pilot project for its prison population, Bowman says.

Representatives in the Massachusetts House are scheduled to vote on the testing bill by the end of the month.

Bowman is optimistic the bill will get passed this time, even though similar legislation has languished in the Statehouse for years.

She predicts that Irlen screening would boost MCAS scores, as students bone up on reading.

Bowman can’t even put a price tag on how much emotional pain can be deflected by screening for Irlen syndrome.

“My daughter used to cry and say no one understands,” she says. “We have to help these kids in elementary school. There’s nothing wrong with their intelligence.”




Which colour do you prefer as a background colour when reading these text? Have you heard about Irlen-syndrome? No? Well, read further…and read on the link on Irlen.com even more! You will also see a book in this post- at the end. A book which  scanned through when a friend of mine was busy with her studies in becoming an Educational  Psychologist. People with Irlen-syndrome prefer to read with a coloured background, therefore the colour buttons on the site of Irlen.com for you to enhance the colour of the site’s background. In some schools Senco’s also advise teachers to have light yellow as a background for Power Point slides and Interactive Whiteboard slides. Even the children I’m teaching prefer yellow as a background! These colours have absolutely nothing to do with ‘getting children to relax’ – like I was ‘corrected‘ recently… it is to reduce the ‘glare’ of the slides reflecting in children’s eyes, causing problems such as headaches.

Read about the dyslexic/hyperactive child on this link. The link will open in a new window.

The Irlen Method –
Helping Children and Adults with processing problems for over 25 years The Irlen Method is the only research-based color method backed by over 4,000 school districts. Used by educators since 1983, this patented method and color-based technology was discovered by Helen Irlen, MA, LMFT, the nation’s leading expert in perceptually-based reading and learning difficulties.

The Irlen Method is a non-invasive, patented technology that uses colored overlays and filters to improve the brain’s ability to process visual information. It is the only method scientifically proven to successfully correct the processing problems associated with Irlen Syndrome.

This technology can improve reading fluency, comfort, comprehension, attention, and concentration while reducing light sensitivity. This is not a method of reading instruction. It is a color-based technology that filters out offensive light waves, so the brain can accurately process visual information.

We help children and adults suffering from

Reading and learning problems
ADD/HD, Autism and Asperger Syndrome
Behavioral and emotional problems
Headaches, migraines, fatigue and other physical symptoms
Light Sensitivity/Photophobia
Traumatic brain injury (TBI), whip lash, and concussions
Certain medical and visual conditions.

This method has received international acclaim and is included in professional journals and textbooks. It has also been featured in national and international media, including National Geographic, 60 Minutes, Good Morning America, ABC World News, NBC News, the BBC and TV shows in Ireland, Hong Kong, Netherlands, New Zealand, South Korea, and Australia.

What is the Irlen Method?

The Irlen Method has been used for over 25 years to identify and help people with a type of processing problem called Irlen Syndrome, formerly known as Scotopic Sensitivity Syndrome (SSS). Irlen Syndrome is not an optical problem. It is a problem with the brain’s ability to process visual information. This problem tends to run in families and is not currently identified by other standardized educational or medical tests.

Irlen Syndrome can affect many different areas, including:

Academic and work performance
Ability to sit still

This problem can manifest itself differently for each individual. This problem is not remediable and is often a lifetime barrier to learning and performance. If you suffer from any of the following, Irlen Syndrome might be your problem:

Print looks different
Environment looks different
Slow or inefficient reading
Poor comprehension
Eye strain
Difficulty with math computation
Difficulty copying
Difficulty reading music
Poor sports performance
Poor depth-perception
Low motivation
Low self-esteem
Symptoms of Irlen Syndrome
Light Sensitivity

Bothered by glare, fluorescent lights, bright lights, sunlight and sometimes lights at night
Some individuals experience physical symptoms and feel tired, sleepy, dizzy, anxious, or irritable. Others experience headaches, mood changes, restlessness or have difficulty staying focused, especially with bright or fluorescent lights.

Reading Problems

Poor comprehension
Misreads words
Problems tracking from line to line
Reads in dim light
Skips words or lines
Reads slowly or hesitantly
Takes breaks
Loses place
Avoids reading


Strain and fatigue
Tired or sleepy
Headaches or nausea
Fidgety or restless
Eyes that hurt or become watery

Attention and Concentration Problems

Problems with concentration when reading and doing academic tasks
Often people can appear to have other conditions, such as attention deficit disorder, and are given medication unnecessarily.

Writing Problems:

Trouble copying
Unequal spacing
Unequal letter size
Writing up or downhill
Inconsistent spelling

Other Characteristics:

Strain or fatigue from computer use
Difficulty reading music
Sloppy, careless math errors
Misaligned numbers in columns
Ineffective use of study time
Lack of motivation
Grades do not reflect the amount of effort

Depth Perception:

Difficulty catching balls
Difficutly judging distances
Additional caution necessary while driving


Words on the page lack clarity or stability; i.e., may appear to be blurry, moving, or disappear. See more distortions on the Irlen.com-site.

irlen seesaw

irlen river

irlen washout
Read more on the Irlen website. The link will open in a new window.

Afrikaans readers:

Watter kleur verkies jy om as agtergrond te he wanneer jy lees? Kyk na hierdie gedeeltes, presies dieselfde stuk, met verskillende agtergronde! Dit is waaroor Irlen-sindroom gaan. Lees meer daaroor hier en op die webbladsy-link wat ek gegee het. Gaan lees gerus by “juffer” ook – link onderaan die pos – oor leesprobleme. Lees ook my ondervinding met ‘n leerling in my klas wat ek laat skandeer het deur ‘n vriendin. Die berig wat ek hier plaas het ek ook deur “juffer” gekry, wat natuurlik ‘n paar jaar terug verskyn het, daarom glo ek dat die statistieke wat daarin genoem word, vandag natuurlik bietjie “anders” sal lyk. Onthou, kinders met enige leerprobleem, is nie “dom” nie. Daar bestaan vir my nie so ‘n woord in my woordeskat wanneer dit by kinders/leerprobleme kom nie. Kinders leer verskillend, is verskillend! en reageer verskillend op die leerinhoud wat deur Onderwysers voorgehou word, ek glo dat Onderwysers meer van hulle kant af moet doen om die behoeftes van kinders aan te vul, wat betref hul onderrigstyl, omdat kinders verskillende leerstyle het!
Afrikaans Readers….Hierdie is ‘n koerantartikel..wat in 1989 verskyn het.

Jou `lui, dom’ kind is dalk ‘n Irlen-lyer
Inge Verster

Duisende kinders ly onwetend aan Irlen-sindroom, wat hulle onnodig as onderpresteerders en ongemotiveerd brandmerk. Inge Verster het meer oor die verskynsel uitgevind.
Soos wat jy besig is om hierdie woorde as ‘n sinvolle geheel te lees, is ‘n optiese wonder aan die gebeur. Dink daaroor. Elke 250 millisekondes word jou oë met nuwe, inkomende, visuele stimuli gebombardeer.  En terwyl jou kykers vinniger as springmieliepitte in kokende olie rondspring om dit te verwerk word daar van jou brein verwag om sin te maak uit die horde stilstaande letters en woorde op die koerantpapier voor jou. Geoefende chaos vir die meeste van ons, maar bittere stryd vir duisende mense wat êrens ‘n kortsluiting in die visuele verwerkingsproses beleef mense soos dié met Irlen-sindroom, ‘n verskynsel wat onderwysers, sielkundiges en mediese wetenskaplikes tot nou toe aan die raai gehad het omdat dit nie deur standaardvisuele, -opvoedkundige en -sielkundige skooltoetse opgespoor word nie. Amerikaanse navorsers het gevind dat nagenoeg 12 tot 14% van kinders van skoolgaande ouderdom aan dié sin droom ly. Die tragedie is egter dat die meeste Irlen-lyers onwetend met die sindroom saamleef, en lewenslank etikette soos “onderpresteerder”, “dom”, “lui” of “ongemotiveerd” kry.

Enorme oningeligtheid heers oor die sindroom, ook in Suid-Afrika, waar dit maar eers die afgelope sowat drie jaar werklik in die kollig is, sê Martelean Venter, ‘n opvoedkundige sielkundige van Nelspruit en een van twee gekwalifiseerde Irlen-diagnostici in Suid-Afrika. Die sindroom ook bekend as – Skotopiese Sensitiwiteitsindroom (SSS) – dra die naam van Helen Irlen, die Amerikaanse opvoedkundige sielkundige en pionier op die gebied van behandeling van die toestand met gekleurde filters.

Irlen-sindroom is ‘n visuele persepsuele probleem, eerder as ‘n oogprobleem. Mense wat hieraan ly, sukkel om al die kleure in die ligspektrum te verwerk en ondervind gevolglik persepsuele distorsies. Dis ‘n komplekse, veranderbare toestand wat dikwels in kombinasie met ander leer- of leesprobleme, hiperaktiwiteit, aandagafwykings of disleksie gepaardgaan. Lees verg groter moeite en konsentrasie van Irlen-lyers omdat hulle letters en woorde anders as normale lesers sien. Hulle moet hulself voortdurend inspan om by verwringings van die gedrukte teks of die wit agtergrond aan te pas. Die gevolg is dat hulle vinnig moeg word, sukkel om met begrip te lees en nie lank kan konsentreer nie. Genetiese oordraag-baarheid speel ‘n sterk rol in dié neurologiese probleem.

‘n Australiese studie het bevind dat 84% van een of albei ouers van ‘n kind met Irlen-sindroom ook simptome toon. Irlen en disleksie, ‘n moontlike simptoom daarvan, word dikwels met mekaar verwar. Na raming is een uit elke tien mense disleksies en/of sukkel met ‘n  vorm van leergestremdheid. Daar word gereken dat sowat die helfte van dié groep aan wisselende grade van die Irlen-sin droom ly. Irlen-lyers word dikwels bloot as disleksies geklassifiseer, sê Venter.

Disleksiese volwassenes sonder Irlen neem ‘n betrokke bladsy op dieselfde manier waar, onafhanklik van hoe lank aaneen hulle lees. Irlen-lyers, daarenteen, sukkel om ‘n konstante beeld van die bladsy te vorm en vind lees al hoe meer inspannend, hoe langer hulle dit doen. As teenvoeter vir dié probleem het Helen Irlen in die vroeë jare tagtig met gekleurde filters in die vorms van lense en dekblaaie vorendag gekom. Een van die teorieë agter die gekleurde lense is dat dit die kontras tussen die agtergrond en die letters verskerp. Só herstel dit die kortsluiting wat Irlen-lyers vermoedelik ondervind tussen die “vinnige” en die “stadige” paadjies wat stimuli in die visuele korteks in die brein vervoer. ‘n Ander teorie lui dat die visuele verwerkingstelsel deels deur verspreide rooi lig ge¨nhibeer word. Die veronderstelling is dat ‘n blou filter, wat die rooi lig uitblok, die korrekte tydsberekening help bewerkstellig. Volgens die Irlen-Instituut in Long Beach, Kalifornië, is daar wêreldwyd nagenoeg 50000 mense wat Irlen-filters dra. Die sukses daarvan wissel van individu tot individu.

Onlangse navorsing in Australië het getoon dat meer as 80% van mense steeds ná ses jaar tevrede was met hul lense, sê André Greyling, opvoedkundige sielkundige en Irlen diagnostikus van Arcadia, Pretoria. Plaaslik vertel die lense ‘n suksesverhaal. Dit gebeur wel dat die simptome oor die jare verander, veral in ‘n kind wat nog ontwikkel, en dan moet sy lense aangepas word. “Sowat 98% van Irlen se simptome kan deur die lense verlig word. Maar omdat dit ‘n sindroom is, raak die persoon nooit heeltemal ontslae daarvan nie.” Irlen-filters is allermins ‘n blitskuur vir disleksie. Mense kan nie skielik voorheen onbekende woorde herken of beskik nie uit die bloute oor nuwe fonetiese vaardighede nie. “Die lense neem die distorsies weg, maar die swak lees- en skryfvaardighede wat oor die jare aangeleer is, is steeds daar.” ‘n Duideliker, meer stabiele waarneming van enige vorm van drukwerk  is ‘n verbetering wat kan intree. Die leser is meer ontspanne en kan langer aaneen lees. Synde self ‘n Irlen-lyer, onthou Venter die gevoelens van ontoereikendheid, minderwaardigheid en verwardheid wat sy as “onderpresteerder” op skool ervaar het. Ure se vasberade gesukkel agter die boeke smiddae ná skool het haar nie veel meer in die sak gebring as kwaai hoofpyne nie iets wat geen leesbril of mediese toetse kon opklaar of verklaar nie. In Suid-Afrika is daar nou opgeleide Irlen-sifters wat vir die sindroom kan toets. Pasiënte word verwys na die twee Irlen-klinieke, waar omvattende diagnostiese toetse gedoen word om ‘n korrekte filterkleur uit ‘n haas onbeperkte spektrum kleurkombinasies te kies. Dit is wenslik dat mense ‘n optometriese toets aflê om die aanwesigheid van enige oogprobleme vas te stel voordat hulle lense kry. Behandeling in die Irlen-klinieke is holisties die kind se mediese, sielkundige en opvoedkundige agtergrond word in oënskou geneem. Irlen-filters sluit nie verdere remedierende terapie uit nie. Vroeë tekens van Irlen is soms te bespeur in voor-skoolse kinders wat byvoorbeeld sukkel om ‘n bal te vang, fiets te ry of tussen die lyne in te kleur.
Dit kan ook gebeur dat kinders dalk in die eerste sowat drie skooljare goed regkom met lees, en dat die simptome eers daarna kop uitsteek wanneer die leer- en leeslas toeneem.

Baie volwassenes, wat onwetend aan Irlen-sindroom ly, ervaar daagliks erge frustrasie weens onverklaarbaar lae produktiwiteit by die werk. Harde werkers sukkel om hul werk betyds klaar te kry, kan nie vir lank op ‘n dokument konsentreer nie, word gou moeg en neem dikwels ‘n kwaai hoofpyn of migraine smiddae huis toe. Dit kan ook in skryfgewoontes manifesteer. Die persoon ervaar skryf as uitputtend. Die skrif is oneweredig, skuins teen die kantlyn af, soos ‘n enkele kolom in die middel van die blad of vol spelfoute.

Bron…Die link sal in ‘n nuwe bladsy oopmaak.

Ek was baie gelukkig om deel te kon wees van die heel laaste groep studente in SA om die kursus te doen wat hulle voorheen die MBD-kursus genoem het. Dit staan vir “Minimale Brein Disfunksie”. Die Dept. van Onderwys het toe besluit dit klink te…er…”erg” en toe ons groep se kwalifikasie-benaming “herdoop” na: “Psigoneurologiese Leergestremdhede”. Kortliks, dit sluit alles in oor die vroeër jare se Hulpklas, in kort, leerders wat leerafwykings/leerprobleme het. Dit sluit nie die kind in met Spesifieke Leergestremdhede nie, bv. Die blinde kind, dowe kind, ens.alhoewel ons studierigting ook voorsiening gemaak het vir al daardie komponente en ons dit ook bestudeer het, maar die uiteindelike kursus was gemik op die Hulpklas in  Hoofstroom Onderwys.

Ek het ‘n leerling/leerder in my klas gehad – daardie stadium was hy Gr3 – wat leesprobleme ondervind het. Terselfdertyd het hy ook konsentrasie-probleme gehad en selfs sy handskrif het probleme opgelewer. Ek was altyd, sedert my RO-kwalifikasie en later ook die MBD-kwalifikasie, baie sensitief vir enige simptome/afwykings wat leer by die enige kind kon/kan beinvloed. Ek het op dieselfde stadium ‘n vriendin gehad wat gestudeer het as Opvoedkundige Sielkundige en ons het altyd heerlik oor leerders se leerprobleme gekommunikeer en inligting/feite uitgeruil. Sy het met een kuiersessie haar jongste boek saam gebring wat sy besig was om deur te werk vir haar kursus…”Reading by the Colours” geskryf deur Irlen. Natuurlik het ek hom net daar geleen en self deurgewerk, maar haar intussen vertel van Johan (nie sy regte naam nie) in my klas. Johan was ‘n uiters intelligente kind, ontsettend sportief, ‘n  briljante skaakspeler, – die volgende jaar Gauteng-Noord Kleure in Skaak verwerf! en ‘n oulik-gebalanseerde kind wat uit ‘n gebalanseerde normale ouerhuis kom. Sy ouers was baie ondersteunend en sou berge vir hul kinders en Onderwysers versit waar en wanneer hulle kon. Ek het dadelik my vriendin dieselfde kuiertjie gevra om Johan te skandeer vir die probleem….met die wete dat ek geweet sy ouers sou net te bly gewees het, alhoewel ek hul toestemming gevra het. Natuurlik was my vriendin geneë met die gedagte omdat dit vir haar studies baie sou beteken het. Uit die skanderingsessie het dit geblyk dat Johan geel as agtergrond verkies om te lees. My vriendin was so gaaf en het vir hom ‘n geel “overlay” gegee wat hy oor sy leesboek/leesmateriaal moes plaas wanneer hy gelees het. Ons kon dadelik ‘n verskil agterkom, maar die verskil was nie drasties nie. Johan is wel later deeglik getoets vir sy probleem. Ek was nie bewus (soos baie ander onnies op daardie stadium) van die sindroom – voordat ek daarvan in tydskrifte gelees het o.a. Huisgenoot – en deur my vriendin meer daarvan gehoor het. Omdat Onderwysers in die hoofstroom nie daarmee te doen kry nie, is hulle nie altyd bewus van enige simptome nie. Sommige Onderwysers se ingesteldheid moet ook soms verander word met probleme rakende leerders, omdat baie Onderwysers in baie gevalle dink dat kinders sommer net “stout” is en probleme afmaak as “luiheid” of “stoutigheid” / “laksheid/lyf-wegsteek” ens. As ‘n kind nie lief vir lees is nie, is daar een van ‘n paar probleme:
1. Die betrokke kind is as ‘n jong/kleiner kind (ouderdom ongeveer 4-8) nooit aan interessante/lekker verhale blootgestel nie, veral tuis en later by die skool waar die skool die ouers “aanvul”. Ek blameer ouer/Onderwyser, maar die ouer se aandeel is die grootste, die skool kan nie “regstel” as daar van die ouer se kant niks gedoen word nie of selfs afbreek wat Juffrou probeer! Slegs hierdie week het ons weer so ‘n geval gehad van ‘n ouer (ma) wat ‘n brief skooltoe gestuur het met ‘n “attitude” wat skrik vir niks, alles in die brief dui daarop dat sy totaal vere voel vir haar kind se skoolonderrig en sy het dit in soveel woorde gesê dit  sodat die kind dieselfde houding inneem! “can’t be bothered”.  Hoe kan die Onderwyser dan ooit wen!
2. Die betrokke kind het heel waarskynlik ‘n oog-probleem. Onderwysers kan nooit verkeerd gaan om net seker te maak nie! Liewer “safe than sorry”! Selfs ouers!! kan maar gerus hul kind teen die ouerdom van 11 neem vir ‘n goeie oogtoets, omdat jou kind se oë nog ontwikkel tot ouderdom van 10! Fokus…as ek reg onthou, ontwikkel nog op daardie stadium. Soms kry jonger kinders ‘n bril slegs vir ‘n tydperk..en sodra hul ouer word…11/12 ens…dan het hulle nie meer die bril nodig nie…
3. Ouers forseer kinders om te lees/koop hul kinders om om te lees, sodat hulle dalk hul kinders kan liefmaak vir lees. (ja!! dit het ek gekry gedurende my skoolhou-tyd in SA! ‘n Twaalfjarige meisie wat vir my vertel het dat sy ‘n aantal boeke moes lees voordat sy per boek betaal was, wat ook haar sakgeld was en as sy dit nie gedoen het nie, was daar probleme! Arme kind! Sy het lees elke minuut gehaat, want haar pa het die boeke gekies! en dan het hy gekies waarvan sy nie gehou het nie…allerhande feite boeke….ver bokant haar belangstellingsveld.  Wat ‘n straf vir so ‘n kind!! en wat ‘n breinlose ouer! – jammer, vir hierdie sterk woord, maar dit maak my die hoenders in as ouers nie vir hulself kan dink wanneer dit by lees/hul kinders kom nie.

Gaan lees gerus wat Juffer hier op haar blog se oor jou kind se leesprobleme.

You can order this book/read inside at Amazon’s site on the given link.

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reading by the colors

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The day we arrived in South Africa for our holiday (2007), we were quite shocked to see on the news that the plantations in the Eastern part of the country…The Lowveld… were all under fire! Especially for me it was very sad to watch the news as that part of the country is where I grew up and used to travel a lot. If you’ve travelled the country, you will know that the Kruger National Park is also in the Lowveld-area.  Also, it was in that part of the country where we were headed for a week’s holiday too. I took photos of the plantations, but I really don’t want to look at it. If you click on the page that says..”movies”, you can watch the “Swadini”-movie and see one or two photos from the plantations… As far as I know, it was the first time ever that there was a fire, to this extend, in the plantations. Recently, I came across the site where I found these images of the fire and if  you visit the website, you will be able to see enlarged images of the fire. I was also lucky to find an artist’s works of the “Lowveld fires”. I don’t want to say “enjoy” as any fire like this is really not to “enjoy”, I only want to share the images with you. I also have great respect for every dedicated fireman in the world, doing their important job!! Enjoy the poem/prayer and the beautiful music to “cool you down” after viewing these fire images!:) The music is the beautiful “Blue Danube” of Strauss.

Fire and Ice

Some say the world will end in fire,
Some say in ice.
From what I’ve tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.

Robert Frost

The Fireman’s Prayer

When I am called to duty, God
Where ever flames may rage,
Give me the strength to save some life
Whatever be its age,
Help me embrace a little child
Before it is to late,
Or save an older person from
The horror of that fate,
Enable me to be alert
And hear the weakest shout,
And quickly and efficiently to put the fire out
I want to fill my calling and,
To give the best in me
To guard my every neighbor and protect his property,
And if according to your will
I have to give my life,
Please bless with your protecting hand
My children and my wife.

~~Author Unknown~~

Kim Berman…Lowveld Fire I and II


Blue Danube..I’ve lost the website where I found this image!

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Not aware of the dullness between now and then
Oblivious of my existence I
Treasure the conundrums of your thoughts and
Hold on to the never-changing monotony voices of identicalness, stepping
In the dryness of an exciting
Nowhere watching the sluggishness of time
Grabbing the stillness of the wind moving soundlessly through the flatness of my thoughts
Nobody that cares, only the sameness and the harmony of my mind that
Engulfs the unanimity and wholeness of my being
Sometimes my imagination drifts in the minds of angels, then
Stumbles upon the singleness of life!
—©Nikita—18th October 2008

Image: belgers.com

What is Nothing, anyway?

It’s not anything, and it’s not something, yet it isn’t the negation of something, either. Traditional logic is no help, since it merely regards all negation as derivative from something positive. So, Heidegger proposed, we must abandon logic in order to explore the character of Nothing as the background out of which everything emerges.

Carefully contemplating Nothing in itself, we begin to notice the importance and vitality of our own moods. Above all else, Nothing is what produces in us a feeling of dread {Ger. Angst}. This deep feeling of dread, Heidegger held, is the most fundamental human clue to the nature and reality of Nothing.
Human Life as Being-There Human beings truly exist, yet our “being-there” {Ger. Dasein} is subject to a systematic, radical uncertainty. Because we know that we will die, concern withour annihilation is an ever-present feature of human experience: Death is the key to Life. The only genuine question is why we are at all. Once we experience the joy[!?!] of dread, we recognize that our lives are limited—and therefore shaped—by death.

In just the same way, Heidegger argued, so Nothing is what shapes Being generally. This reveals the most fundamental, transcendent reality, beyond all notions of what-is slipping over into what-is-not. Even in the historical tradition, according to Heidegger, Nothing is shown to be the concomitant rather than the opposite of Being. The only genuine philosophical question is why there is something rather than nothing.

Parts of this book deserve 5 stars. Much of what Sartre has to say in it is cuttingly insightful, indeed life-changing. His writing is lucid (perhaps too lucid for philosophy – this was Merleau-Ponty’s opinion) and the book is a great read. But underlying everything, with huge passages directed exclusively to it, is Sartre’s own ontology, mish-mash of Descartes (via Husserl), Hegel and Heidegger, which falls well short of Heidegger’s own subtlety. This has led to a certain contempt among serious continental philosophers for Sartre’s work. Ironically, for all that, he has had an obvious powerful influence on many of them. This is not a book to be ignored by ANYONE….amazon.co.uk….reader-review

Jean-Paul Charles Aymard Sartre (21 June 1905 – 15 April 1980), commonly known simply as Jean-Paul Sartre (pronounced [ʒɑ̃ pol saʁtʁə]), was a French existentialist philosopher, playwright, novelist, screenwriter, political activist, biographer, and literary critic. He was the leading figure in 20th century French philosophy.

In 1964 he was awarded the Nobel Prize for Literature, but he declined it[1] stating that “It is not the same thing if I sign Jean-Paul Sartre or if I sign Jean-Paul Sartre, Nobel Prize winner. A writer must refuse to allow himself to be transformed into an institution, even if it takes place in the most honorable form.Read more about Sartre on this link which will open in a new window.

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Image: End Poverty 2015

Fact sheet…click for a larger view.

Fact sheet about poverty…click for a larger readable view!

This link HERE will take you to the “End Poverty 2015”-site. The link will open in a new window.
Please click HERE to read more about the causes of Poverty and you will also find facts about Poverty around the globe. The link willl open in a new window, also if you click on the “blog action day 2008” logo-link here.

I know why the Goverments of these countries do what they do, but my first thought was, IF they can take our hardworking tax payers’ money to cover the greed of  rich people, why could they NOT do the same with the POOR peoples of this world!!! What if they add only ONE hundred thousand pounds…not millions..not zillions…not trillions…no…read my words again…to help the people in poorer countries too…education!! health/aids!! and don’t shout at me and say that they are doing it already…and I will shout back and say they aren’t! they are not doing enough! They don’t care! they pretend that they are caring…some of those people working for the organisations might care, but the goverments themselves?…no! If there’s not oil involved or anything else for them…why would they care more? To “solve” the economic crisis in the America/UK…..UK taxpayers’ money + American’s = 37 billion pounds…+ 250 billion dollar = roughly… 162 billion pounds! and that =£288 per person in the whole wide world…every single person…adult/child! Then, no European Government (apart from the UK) has been included in this calculation…as I know there are more countries involved! And this crisis is all because of the greed of rich people!


Bank bail-out to take big stakes in RBS and HBOS
By Jodie Ginsberg and Steve Slater

LONDON (Reuters) – Britain waded in with 37 billion pounds of taxpayers’ cash to bail out three major banks on Monday, in a move that could leave it as the main shareholder in at least two of them.

In return for the government’s money, the banks will be forced to curtail the bonuses that many believe encouraged a risk-taking culture that precipitated the global financial crisis. They will also have to scrap dividends….read more  HERE….the link will open in a new window.

and in another rich country….the following

America…Bush, Paulson to unveil new rescue package details
By Michael Mathes

WASHINGTON (AFP) – US President George W. Bush and his Treasury Secretary Henry Paulson were Tuesday to unveil details of a comprehensive financial rescue package that includes investing hundreds of billions of government dollars into several troubled banks.

In its boldest move yet to fend off a mounting financial crisis, the US Treasury is expected to announce a plan to invest 250 billion dollars in potentially thousands of American banks, including the nation’s largest….read more here on this source: HERE link will open in a new window.

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Anand is Officially the winner of the WCC 2008!


Images: Official site

Kramnik and Anand draw colours…

Annotated Videos of Anand and Kramnik ‘s games can be played through on this link, it is on my blog (the “movies” page) and the link will open in a new window. You can also click on that page (top of my blog)

Game 1…Kramnik and Anand…

Image: Official site…Anand vs Kramnik

The World Chess Championships 2008 has started! Anand vs Kramnik! The two Chess Engines of the World!

1. Please click HERE to play through their 2008 World Chess Championships games on chessgames. The link will open in a new window.
2. Please click
HERE if you want to read more about the two players, play through more games or if you want some games in algebraic notation. The link will open in a new window.

3. Please click HERE if you want to play through previous games of Anand and Kramnik on the Official site. The link will open in a new window.

4. On The Official site you can follow the games LIVE. The link will open in a new window. If you click on the top image/logo in this post, it will take you to the Official site’s homepage. The link will open in a new window.
5. If you click HERE you can view a list of games played by Anand/Kramik..it’s a Wiki-link and it will open in a new window. Find similar links in the second link of this post where you can also find some games in algebraic notation.

Games start 2pm for UK local time, 9 am Eastern USA time

Standings: After Game 9
Results of the games between Anand and Kramnik
Game 1 Kramnik vs Anand…1/2

Game 2 Anand vs Kramnik…1/2

Game 3 Kramnik vs Anand…0-1

Game 4 Anand vs Kramnik…1/2

Game 5 Kramnik vs Anand…0-1

Game 6 Anand vs Kramnik…1-0

Game 7 Anand vs Kramnik… 1/2

Game 8 Kramnik vs Anand … 1/2

Game 9 Anand vs Kramnik … 1/2

Game 10 Kramnik vs Anand..1-0

Game 11 Anand vs Kramnik.. 1/2

Kramnik vs Anand…game 1…opening

Kramnik vs Anand…game 1 move 11

Kramnik vs Anand…game 1 move 21

Kramnik vs Anand…game 1 end position

Game 1 move list

GAME/Round 2…Anand vs Kramnik….

Game 2 15th October 2008…move 11

Anand vs Kramnik ….Game 2 move 17

Anand vs Kramnik game 2 move 24

Anand vs Kramnik game 2 Final position…1/2

Kramnik vs Anand..Game 3 move 7

Kramnik vs Anand…Game 3 move 14

Kramnik vs Anand…Game 3 move 20

Kramnik vs Anand…Game 3 move 25

Kramnik vs Anand…Game 3 move 30

Kramnik vs Anand…Game 3 move 33

Kramnik vs Anand…Game 3 end position 0-1

Game 3 move list

Anand vs Kramnik…Game 4 move 7

Anand vs Kramnik…Game 4 move 12

Anand vs Kramnik… Game 4 move 19

Anand vs Kramnik…Game 4 move 24

Anand vs Kramnik…Game 4 endposition

Game 4 move list

Kramnik vs Anand…game 5 move 7

Kramnik vs Anand…game 5 move 14

Kramnik vs Anand…game 5 move 21

Kramnik vs Anand…game 5 end position

Game 5 move list

Anand vs Kramnik game 6 move 7

Anand vs Kramnik game 6 move 14

Anand vs Kramnik game 6 move 20


Anand vs Kramnik game 6 move 27

Anand vs Kramnik game 6 move 34

Anand vs Kramnik game 6 move 39

Anand vs Kramnik game 6 final position

Game 6 move list

Anand vs Kramnik Game 7 move 7

Anand vs Kramnik Game 7 move 13

Anand vs Kramnik Game 7 move 19

Anand vs Kramnik Game 7 move 25

Anand vs Kramnik Game 7 move 31

Anand vs Kramnik Game 7 end position

Game 7 move list

Kramnik vs Anand game 8 move 7

Kramnik vs Anand Game 8 move 14

Kramnik vs Anand Game 8 move 21

Kramnik vs Anand Game 8 move 28

Kramnik vs Anand Game 8 move 36

Kramnik vs Anand Game 8 final position

Game 8 move list

Anand vs Kramnik Game 9 move 7

Anand vs Kramnik Game 9 move 14

Anand vs Kramnik Game 9 move 19

Anand vs Kramnik Game 9 move 27

Anand vs Kramnik Game 9 move 32

Anand vs Kramnik Game 9 move 41

Anand vs Kramnik Game 9 end position

Game 9 move list

Kramnik vs Anand Game 10 move 7

Kramnik vs Anand Game 10 move 18

Kramnik vs Anand Game 10 move 23

Kramnik vs Anand Game 10 Final position

Game 10 move list

Anand vs Kramnik Game 11 move 7

Anand vs Kramnik Game 11 move 13

Anand vs Kramnik Game 11 end position

Anand vs Kramnik Game 11 move list

On this link of Chessgames you can play through Kramnik and Anand’s games where they played one another before. On link 1 in this post you can play through the current games of the championships in Bonn.  A new window will open when you click on the link!

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Sleep and His Half Brother Death
John William Waterhouse

Image: dreams.co.uk
 How do you feel about sleep? Sometimes I can go a whole night without sleep, but I will surely feel knackered two days later! I love being in bed at night when the rain is tapping on the roof. Weekends I like to lie in…and then get a nice breakfast in bed! …now to the music!  I’ve these wonderful music, two tracks from a chess friend and he also sent me the third track by Hennie Bekker and suddenly! I found myself busy with an entry on sleep!! I even found you an interesting link about the stages of sleep and one about sleep deprivation…that’s for me, actually…lol! It was truly not my intention to blog about sleep when I uploaded these snippets of music, but at the end, after  searching for some images, I came across these interesting info and sites and thought to share it with you as it was interesting to me.  I  blog about stuff which I enjoy/find interesting…apart from chess…my blog is sort of a “gathering space” for info I want to refer back to, but also in the hope that other people will find it useful too or will enjoy it at least. In the same process, I also found music for children with Aspergers! I’ve worked with children with Aspergers syndrome, Down Syndrome and also Autistic children and they are all a pleasure to work with!

I’ve come across music for  ASD– the link will open in a new window – which you will find in this post. You can read more  about ASD on the link and there’s another link in this post for you to follow up too, if you are more interested in Autistic children.
Seven hours sleep a night helps reduce heart problems. Read the article…the link will open in a new window.

Image…see more fantastic images here..http://photo.net/photodb/member-photos?user_id=941594

Firstly, enjoy “Sea of Dreams”…this track is about 5 min, but you get to listen to only a taster of it, as well as the other tracks. Tranquil Realms is about 11 min but the taster only about 2 min. For Afrikaans speaking people, I wonder if you can remember the Afrikaans poem about sleep! Please find it at the bottom of my post, a wonderful poem by DF Malherbe! In this poem he asks God to shut his eyes one day like the little girl’s when she falls asleep…
On my blog on this link you can read about dreams…the link will open in a new window.

Sea of Dreams..by Angelle

Sleepy Time…by Angelle

Hennie Bekker…Tranquil Realms

Read on this link about sleep cycles. The link will open in a new window. Read on this pdf-link on wiki about dreaming.


The Effects of Sleep Deprivation on Brain and Behavior
Sarah Ledoux
Sleep deprivation is a commonplace occurrence in modern culture. Every day there seems to be twice as much work and half as much time to complete it in. This results in either extended periods of wakefulness or a decrease in sleep over an extended period of time. While some people may like to believe that they can train their bodies to not require as much sleep as they once did this belief is false . Sleep is needed to regenerate certain parts of the body, especially the brain, so that it may continue to function optimally. After periods of extended wakefulness or reduced sleep neurons may begin to malfunction, visibly effecting a person’s behavior. Some organs, such as muscles, are able to regenerate even when a person is not sleeping so long as they are resting. This could involve lying awake but relaxed within a quite environment. Even though cognitive functions might not seem necessary in this scenario the brain, especially the cerebral cortex, is not able to rest but rather remains semi-alert in a state of “quiet readiness” . Certain stages of sleep are needed for the regeneration of neurons within the cerebral cortex while other stages of sleep seem to be used for forming new memories and generating new synaptic connections. The effects of sleep deprivation on behavior have been tested with relation to the presence of activity in different sections of the cerebral cortex.
The temporal lobe of the cerebral cortex is associated with the processing of language. During verbal learning tests on subjects who are fully rested functional magnetic resonance imaging scans show that this area of the brain is very active. However, in sleep deprived subjects there is no activity within this region. The effects of this inactivity can be observed by the slurred speech in subjects who have gone for prolonged periods with no sleep .
Please click HERE more about sleep deprivation and brain behaviour…the link will open in a new window.

The music in ‘Sleep’ has been designed to be physically relaxing – the program features no distracting surprises and feels like slow, steady breathing, to help transport the listener away from the stresses of the day towards restful sleep.

This CD, with music composed by Hennie Bekker, incorporates scientific principles of sonic response, and is designed to nudge your mind toward deep and refreshing sleep.

On this link you can listen to more snippets of his music. The link will open in a new window.

Hennie Bekker

African Roots
Bekker was raised in Mufulira, a Zambian copper mining town 10 miles south of the Congo border. In those early years, he was captivated by the symphonic sounds of the African wilderness, the haunting harmonies of tribal chanting and the rhythmic dialogue of drummers communicating between camps at sundown. He is a self-taught pianist who had his professional debut at age 15, spending the next decade performing with various bands throughout Zambia, Zaire, Zimbabwe and Kenya. His success as a fusion-jazz musician and band leader elevated him to become the musical director for one of South Africa’s largest record companies. Here, he added scores of film, television, radio and commercial music to his list of career accomplishments.
Read more about Hennie
Bekker here, the link will open in a new window. If you click on “home”, you will find youtube-videos of him to watch.

On the “music” link you will find more albums, even some Africa-music and snippets to listen to.

Asperger’s Syndrome is a condition that was initially described by Dr. Hans Asperger’s 1944 doctoral thesis. It was not until 37 years later, in 1981, however, that Dr. Lorna Wing used the term “Asperger’s Syndrome” in a paper that helped to introduce this condition to the English-speaking world.

As described by Dr. Wing, the primary clinical features of Asperger’s Syndrome include:
naïve, inappropriate, one-sided social interactions
limited ability to establish relationships
poor non-verbal communication
a lack of emotional empathy
pedantic, repetitive speech
intense absorption in certain subjects
clumsy, un-coordinated movements

odd postures

Currently, the prevailing view is that Asperger’s Syndrome is a Pervasive Developmental Disorder which falls at the high end of the Autism Spectrum continuum.


The autism spectrum extends from “classic autism” — which lies at the lower end of the spectrum– through ASPERGER’S SYNDROME, which is characterized as being at the mildest and highest functioning end of the spectrum –or Pervasive Developmental Disorder–Continuum

The major source of stress in life for the person with Asperger’s Syndrome is social contact, and increased stress generally leads to anxiety disorders and depression Attwood, T. Asperger’s Syndrome: A Guide for Parents and Professionals, 1998, p. 148.
AS represents a neurologically-based disorder of development

AS reflects deviations or abnormalities in four aspects of development:

(1) Social relatedness and social skills
(2) The use of language for purposes of communication
(3) Certain behavioral and stylistic characteristics such as repetitive or persevering features
(4) Limited, but intense, range of interests

These dysfunctional features can range from mild to severe

“The Epidemiology of Asperger Syndrome: A Total Population Study” by Ehlers and Gillberg (retrieve citation) 2001), it is estimated that the prevalence of Asperger is 2.6 per 1,000 individuals. With the population of the U.S. currently estimated at 275 million (July 2000), this would mean an estimated 715,000 people are affected by Asperger’s syndrome in the U.S. alone”
Stewart, K. (2002). Helping a Child with Nonverbal Learning Disorder or Asperger’s Syndrome, p. 148

AS is characterized by:

high cognitive abilities — or, at least, “normal” IQ level
extending into the very superior range of cognitive ability
normal language function when compared to other autistic disorders
difficulties with pragmatic, or social language
a better prognosis than other Autism spectrum disorders

Please read on THIS LINK more…the link will open in a new window. Click on “products” and it will take you to the music page.

Image: babyzone.com

DF Malherbe (1881-1969)


Wat is die slaap ‘n wondersoete ding!
Sag op haar bloue oë daal die vaak
soos maneskyn diep waterkuile raak
om daar te droom in silwer skemering.

Vir laas beef oor haar lippe ‘n fluistering:
“Nag, Pappie.” Ek merk hoe langsaam hy genaak,
wat drome soet tot werklikhede maak:
in vaderarms rus my lieweling.
Sluit so my oë, God, wanneer vir my
u Engel wenk ter laaste, lange rus
en ek van wilde woeling hier moet skei;
dat my dan stille drome huis toe sus
en sterke Hand deur duisternisse lei.
Sluit so my oë, God, as ek gaan rus.

To Sleep
by John Keats.

O soft embalmer of the still midnight!
Shutting, with careful fingers and benign,
Our gloom-pleas’d eyes, embower’d from the light,
Enshaded in forgetfulness divine;
O soothest Sleep! if so it please thee, close,
In midst of this thine hymn, my willing eyes.
Or wait the Amen, ere thy poppy throws
Around my bed its lulling charities;
Then save me, or the passed day will shine
Upon my pillow, breeding many woes;
Save me from curious conscience, that still hoards
Its strength for darkness, burrowing like a mole;
Turn the key deftly in the oiled wards,
And seal the hushed casket of my soul.

Sea of Dreams…Kelly King …I’ve found this book on google-books whilst searching for images and thought it might be on my list to read when I have more time…I’ve read a couple of books about wars…and for some reason I like to read about it…all part of history.

Sea of dreams by Martin Sramek

by Langston Hughes

Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.

Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.

My Piano….by… artistnina.com


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English readers…I’ve translated the first Afrikaans poem for you…then you can slide down to read more in English…

 In die Hoëveld

1. In die Hoëveld, waar dit oop is en die hemel wyd daarbo,
Waar kuddes waaigras huppel oor die veld,
Waar ’n mens nog vry kan asemhaal en aan ’n God kan glo,
Staan my huisie, wat ek moes verlaat vir geld.
En as ek in die gange van die myn hier sit en droom
Van die winde op die Hoëveld, ruim en vry,
Dan hoor ek die geklinkel van my spore, saal en toom,
Sawens as ek bees of skaap toe ry.

On the High-veld

1. In the High-veld where it’s open and heaven’s wide up there
Where herds of tall grass frisk about the veld
Where you can breath freely and believe in God
Stands my little house which I’ve left for money
And If I sit here in the tunnels of the mine, dreaming
About the High-veld wind, wide and free
Then I hear the sound of my tracks, saddle and bridle
At dusk when riding to the livestock.


2.Op die Hoëveld, waar dit wyd is, waar jy baie ver kan sien,
(Die ylblou bring ’n knop dan in jou keel)
Staan my huisie nog en wag vir my, wag al ’n jaar of tien,
Waar die bokkies op die leigrafstene speel.
Maar as die tering kwaai word en ek hoor die laaste fluit,
Dan sweef ek na die Hoëveld op die wind
Ek soek dan in die maanlig al die mooiste plekkies uit
Waar ek kleiosse gemaak het as ’n kind.
Toon van den Heever (1894-1956)

2.On the High-veld, where it’s spacious, where you can see far off
(The wispy blue brings a lump to your throat)
Stands my little house, waiting for me about a year or ten
Where the little deer play on the slate tombstones
But if the tuberculosis gets worse and I hear the last wheeze
I then wander to the High-veld wind
And in the moonlight I seek all the most beautiful places
Where I made clay oxen as a child.
—©Nikita —

Image: kaapland.voortrekkers.org.za/kommandos/stellenbosch

Highveld Sky…image: Eb-art.com Artist: Estelle Botha

Al die gedigte wat nou volg, is NP van Wyk-Louw gedigte!

My venster is ’n blanke vlak

My venster is ’n blanke vlak
in skaduwee en skemering,
waar ek my nagte waak en wag
op magiese deursuiwering:

dat hierdie siel deursigtig word
in vreemde voorgevoelde lig,
tot kring bo kring opglans en straal
in eindelose vergesig;

dat wat ek nog verlore waan,
o my verlore dae in my,
in hierdie stille skemering
hul vorming en gestalte kry,

tot ek my eensaamheid besit,
volmaak, as kosbare gewin,
van duister wense en van smart
die uiterste deurstraalde sin.
N P van Wyk-Louw


Die jaar word ryp in goue akker blare
in wingerd wat verbruin, en witter lug
wat daglank van die nuwe wind en klare
son deurspoel word; elke blom word vrug,
tot self die traagstes; en die eerste blare val
so stilweg in die rook-vaal bos en laan
dat die takke van die lang popliere al
teen elke ligte môre witter staan.
O Heer, laat hierdie dae heilig word:
laat alles val wat pronk en sieraad was
Of enkel jeug en vér was van die pyn;
Laat ryp word Heer, laat U wind waai, laat stort
my waan, tot al die hoogheid eindelik vas
en nakend uit my teerder jeug verskyn.

Osterley Park


Die reën skuifel deur die straat,
verby my venster, mensverlaat …
Soos ’n trossie narsings wat verkwyn,
flikker die druppels teen my vensterruit
waar die geel straatlig daardeur skyn;
en voel die wind
met bleek vingers, soos ’n kind,
aan die swaar gordyn, wat plooi
in die lamplig, teer en droef papawerrooi.

Image: wvs.topleftpixel.com


My naakte siel wil sonder skrome
in alle eenvoud tot jou gaan,
soos uit diepe slaap ons drome,
soos teen skemerlug die bome
opreik na die bloue maan;

gaan met al sy donker wense,
en die heilige, nooit-gehoorde
dinge sê, waarvoor die mense
huiwer, en wat om die grense
flikker van my duister woorde.

Image: astroden.com/images.htm


’n Voël vlieg voor my venster verby,
’n naalddun lyn wat daaroor gly
en die glas in twee vlakke sny;

die wêrelde val apart en bly
elk in sy enkelheid geskei –
ek hierbinne, en daarbuite hy.

Die liefde in my

Dis altyd jy, net altyd jy,
die een gedagte bly my by
soos skadu’s onder bome bly,
net altyd jy, net altyd jy.

Langs baie weë gaan my smart,
blind is my oë en verward,
is alle dinge in my hart.

Maar dit sal een en enkeld bly,
en aards en diep sy laafnis kry,
al staan dit winter, kaal in my,
die liefde in my, die liefde in my.

Nog eenmaal

Nog eenmaal wil ek in die skemeraand
weer op ons dorp en by ons dorpsdam staan,
weer met my rek op in die donker skiet,
en luister, en al word ek seer en dof,
hoe die klein klippie ver weg in die riet
uit donker in die donker water plof.
Uit Nuwe verse (1954)


Voorspel 1950

Miskien sal ek die wingerd prys
en nooit meer van hom drink
en net in ’n verbeelde glas
die koel gedagte skink:

dié wat in jare donkerte
sy wynsteen kon laat sak
en niks wat somers is meer het
nie pit nie dop of rank:

miskien nog van Gods weë weet:
– Sy paaie en Sy pyn:
maar ingewikkeld alles ken
en mens wil wees én rein.
Uit Tristia (1962)


Jy’t weggegaan en jy bewoon
‘n silwer herberg in die sneeu
jou venster kyk nog elke nag
met drie blink oë na die plein
die plein is boom en wind en boom
en wind en wind
en wintermiddag voer daar iemand
die meeue krummels teen die wind

Uit: Tristia (1962)

English readers:This is my 1000th entry and I want to celebrate it with some beautiful poetry…in Afrikaans…but, there’s some links for you to follow…English/French and other languages…poems to enjoy. There’s a brilliant bird-site for you to enjoy…South African birds…do take a look, it’s worth visiting this site! The poems in this entry are mainly from two wonderful South African well-known poets…and poems I really love. The first poem is about the Highveld and I was 11 years of age and had to know about 4-6 poems every week… to recite on a weekly basis and some were really long…as a child you don’t always understand why you have to learn certain things in life, but now I do appreciate my Afrikaans Language teacher from Primary after all these years, of course we had to learn English poems too…but let’s leave that for later, Afrikaans is a much more beautiful language, especially when it comes to poetry!

On this link here you can read more fantastic poems in different languages…the link will open in a new window.

To see more fantastic bird pictures….please click here and the link will open in a new window. There is an English page as well as an Afrikaans page…the link will open in the English page. If you want the Afrikaans page, you will have to click on “front page”.

This was my 1000th entry…!

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winds come winding, breathing bliss
of summer’s heat and springtime mists
ring out the bells
ring out the bells
ring out the bells and sing for joy

See more Angels on this link which will open in a new window.

You are every moment of the day
The land and the shore
A celestial reflection
Of my island-universe
That weaves these lines
The round caress
Between the sky and sea
A quick kiss you seem
A buried memory
Of my lost dream . . .

You are every word
True or false
The sign memory
Of a recurring sound
The unfurled voice
That always swells aloud
The echo of the crowd
The scent of Spring
Expressing our minds
When we meet again . . .
© 2002, Patrizia Gattaceca

© Translation: 2002, Sarah Lawson

See Patrizia in video here.The link will open in a new window. This post is nr 999! One more to go!
Patrizia Gattaceca is a Corsican poet and a singer. She began singing in public when she was a 13-year-old secondary school pupil and set her first poem to music. She is co-founder of the Nouvelles Polyphonies Corses, a female trio singing traditional Corsican songs.
Read more about
Patrizia here on the link which will open in a new link.

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I was given this book quite a time ago and it was also one of the …27 drafts! on my blog…so 26 more to go! Sometimes, when I want to blog about something…but later… you know sometimes you want to do something…but then you say in your head…”later”…not now…ok, now you know what I’m talking about…Langenhoven – a wise “King Solomon” of South Africa…(see some of his quotes on the side bar of my blog)…used to say…and I translate…”the lazy person/sluggard’s day of work is ‘tomorrow’ “ – (Die luiaard se werksdag is “môre”!)..That means…I was too lazy to blog it immediately…lol! not really, I was only busy with something I found more enjoyable/interesting to blog…I usually save stuff on draft and there it waits…for one rainy day! So, having some rainy weather here now…also some quite cold weather, much colder than last week…here’s today’s draft no 12 for you…. A collection of recipes from WWII. I’ve thought to share a few recipes from this cute little book! I do hope you find it “interesting” too! Click and zoom in on the images to have a larger view and print them off!

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These words say…”Afrikaans…I love you!”

Please click on this link to vote for Afrikaans. The link will open in a new window. My English readers — that want to help and preserve our beautiful language, HERE is the direct link…slide down a bit…there are 3 boxes…first one your name…second your email…and you don’t have to write in the 3rd box..unless you really want to! and…all you can say is…”JA” or “yes”… Please make sure the radio button is also ticked with “Ja, de Nederlandse Taalunie moet het Afrikaans ondersteunen.”  and also, click on “verzend”...(submit)..That means that we want Netherland to support us! Afrikaans and the Dutch language are family, so we would love them to support us!! and would love to have your vote too!! This must be done before 20th October!! Please make sure you follow these instructions if you agree with me! otherwise, there’s no vote! Thank you!!

Het Afrikaans is een belangrijke taal, die door bijna tien miljoen inwoners van Zuid-Afrika en Namibië gesproken en verstaan wordt. Het is wel een zelfstandige taal, maar je hoeft slechts één zinnetje te horen om te beseffen hoe verwant het is met het Nederlands. Wetenschappelijk onderzoek heeft uitgewezen dat Afrikaans voor Nederlanders veel begrijpelijker is dan andere verwante talen, bijvoorbeeld Fries. Deze tamelijk goede wederzijdse verstaanbaarheid is een goede basis voor meer contact.
De Afrikaanssprekenden zullen ondersteuning via de Nederlandse Taalunie zeker op prijs stellen, want sinds de val van het apartheidsregime is de aantrekkingskracht van het Afrikaans als contacttaal (of tweede taal) snel afgenomen.
Van ten minste 6,5 miljoen mensen is het Afrikaans de moedertaal. Voor hen kan de Taalunie wat betekenen, denk aan uitwisseling van materialen voor onderwijs, opleidingen en radio- en televisieprogramma’s.
Maar ook wíj hebben erbij te winnen. Niet dat de Zuid-Afrikanen ooit Nederlands zullen gaan spreken. Wel dat kennis van een sterk verwante taal en voortdurend contact met zijn sprekers onze houding ten opzichte van onze eigen taal wat minder parochiaal zullen maken. Ja, ook mensen die net even anders spreken en schrijven, zijn de moeite waard.

Some reactions from visitors on this site where you can vote:

Ik vind dat het erg kortzichtig zou zijn, zo niet ezelachtig, om het Afrikaans NÍET te steunen! Ten eerste heeft het Afrikaans dezelfde wortels als het huidige Nederlands. Taalkundig gesproken is het is familie. Ten tweede is de literatuur in het Afrikaans – door witte, bruine én zwarte schrijvers en dichters vóór, tijdens, en nu ná de apartheid – net zo interessant en net zo belangrijk voor onze kennis van het menselijke bestaan als de literatuur in welke taal ook. Ten derde zou het, weer taalkundige gesproken, een tragedie zijn mocht het Afrikaans door politieke redenen het onderspit moeten delven. (Zoals een Amerikaanse taalkundige ooit heeft opmerkt is het verdwijnen van een taal tegelijkertijd het verdwenen van een cultuur, iets te vergelijken met het bombarderen van het Rijksmuseum of Le Louvre). Ten vierde zijn ÁLLE talen – Engels, Russisch, Frans, Duits, Nederlands, Arabisch, Ivrit en noem maar op – ooit de “taal van de Onderdrukker” geweest.” Waarom moet allen het Afrikaans gestraft worden door steun te onthouden? Ten vijfde wordt het Afrikaans nu door een passieve zo niet een actieve cultuuroorlog bedreigd. (Wat staat er te gebeuren met het Nasionale Afrikaanse Letterkundige Museum?) Moeten de jonge Afrikaans-sprekende mensen die nu na de apartheid opgroeien en daar niets mee te maken hebben gehad boeten voor wat sommige van hun ouders en grootouders gedaan mochten hebben? (De Verenigde Staten van Amerika hebben na de Tweede Wereld Oorlog noch de Duitsers noch de Japanners het gebruik van en het verder cultiveren van hun moedertaal noch ontzegd noch bemoeilijkt. Integendeel.)

Dit kan net onkundiges wees wat Afrikaans met apartheid assosieer; Afrikaans is die tale van vele verskillende kulturele groepe in Suid Afrika. Alle ondersteuning vir ons pragtige taal word benodig en verwelkom. Viva Afrikaans!!! (in English…Afrikaans is the language of different culture groups in SA! Viva Afrikaans!!!)

07.10.2008 09:28
Ik bewonder de vechtlust van de afrikaners voor hun taal. Ik schaam me diep voor de houding van de nederlanders, het lijken wel slappe frikandellen. In Zuidafrika is engels een oprukkende officiele taal ten koste van het afrikaans. Daar wordt tegen gevochten. In Nederland hoeft dit niet persé, maar vragen ze om verengelst te worden en juichen ze de verengelsing toe. Ieder woord wordt klakkeloos uit het engels overgenomen. Niemand heeft het meer over winkelen, relame of verkoop maar shopping commercial en sale. In de politie is de VVD en D66 het gevaarlijkst voor het behoud van de nederlandse taal, de CU en CDA willen wel knokken. De SP trouwens ook wel. Op het franstalige deel van St Maarten spreekt men frans, men zou nederlandstalige borden verwachten op het nederlandse deel, maar het is alleen engels en de regering doet er niets aan.

C E Hulstaert
05.10.2008 18:13
Het is mijn overtuiging dat de Nederlandse Taalunie het Afrikaans moet ondersteunen omdat het een taal is die in Zuid-Afrika en in Namibie onder druk staat en omdat die taal uit het Nederlands is ontstaan. Het feit dat sommigen van de apartheids-tegenstanders die taal racistisch noemen is een emotioneel argument dat ook kan worden ingebracht tegen het Engels. Engeland is de grootste koloniale mogend-heid die ooit heeft bestaan en het Engels is in alle kolonien als officiele taal ingevoerd. Wanneer men het Afrikaans terug dringt uit het openbare leven ten gunste van het Engels wordt niet alleen de Afrikaners onrecht aangedaan maar ook de kleurlingen en de San.

Tiong Koen
04.10.2008 19:14
Ja, zeer zeker. Om te beginnen is het ook óns erfgoed. Van ons, van álle Nederlandstaligen, dus ook van Chinese, Creoolse, Hindoestaanse, Marokkaanse en Turkse Nederlanders. We moeten het steunen uit welbegrepen eigenbelang. Verder is het een van de mooiste talen die ik ooit gehoord heb, met een boeiende literatuur en verbazingwekkend mooie poëzie. We moeten het dus ook steunen voor de anderen, want de wereld zou een stuk armer worden als er geen Afrikaans meer gesproken werd. Afrikaans moet tot Werelderfgoed verklaard worden.

Riaan Cruywagen
08.10.2008 21:05
Afrikaans is onlosmaaklik deel van die Nederlandse taalfamilie en het die steun van die Nederlandse Taalunie nodig. Totius het immers die verbintenis reeds in 1949 treffend soos volg saamgevat: “Dié sprokie is aan my vertel: Wanneer die druiwetros weer swel onder die donker wingerdblad, dat dan die fyne wyn ook roer in ver verborge keldervat. ‘n Fyn mistieke eenheidsband verbind Oranje, Nederland en Afrika, deur alles heen. Hoe ver die golwe ons ook al omspoel, die diepe hart sal altyd voel – ons is verborge-één.”

Mooi so, Afrikaans BO!!

Afrikaans school wins bid not to change language policy

March 27 2009 , 12:53:00

The Supreme Court of Appeal this morning effected that a governing body of a school has the exclusive power to determine the language policy of an existing school. It overruled a decision by the Pretoria High Court. The Mpumalanga Education Department had no accommodation in the Ermelo area for learners to be taught in English.

The head of department withdrew the function of the governing body of the Ermelo High School to determine the language policy of the school and appointed an interim committee to change the policy from an Afrikaans medium to a parallel medium school. But today the Supreme Court of Appeal found that the head of department was not authorised to do so in terms of the Schools Act and violated the principles of the Promotion of Administrative Justice Act.

The Federation of School Governing Bodies (Fedsas) has welcomed the judgment by the court in favour of the High School Ermelo and its school governing body that the school should become an Afrikaans single medium school.

Fedsas National Operational officer, Jaco Deacon, says this judgment is significant for education in South Africa and specifically the role of Afrikaans. He says the powers of school governing bodies are reinstated and the government can therefore not interfere in the decisions of school governing bodies unless there are special circumstances. A school governing body can therefore determine which language can be taught at a public school.
Source SABCNews


Image : SABCNews

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