We are within the midst of several significant and challenging transformations that are occurring now and there is naturally a great deal of angst and uncertainty among our society. Finding Profound Source Centered Guidance brings together, the broader, more esoteric and meaningful context of what is occurring and how we can respond holistically in light and in love and partner with the collective with the transformations to come. Love, unity, awareness, and expanded consciousness are finding a place in the hearts and minds of those of us who are energetically receptive and aligned to this higher resonance. This higher, clearer, purer vibration is available as Earth herself transforms and clears out her cumulative distortions as we will do as well. We can—and will—transform ourselves, Earth and the collective at large.

"Cancer viruses" have played a paradoxical role in the history of cancer research. Discovered in 1911 by Peyton Rous (1) at the Rockefeller Institute, they were largely ignored for several decades. Witness his eventual recognition for a Nobel Prize, but not until 1966-setting an all time record for latency, and testimony to one more advantage of longevity. In the 1950s, another Rockefeller Nobelist, Wendell Stanley, spearheaded a campaign to focus attention on viruses as etiological agents in cancer, his plat form having been the chemical characterization of the tobacco mosaic virus as a pure protein-correction, ribonucleoprotein-in 1935 (2). This doctrine was a centerpiece of the U.S. National Cancer Crusade of 1971: if human cancers were caused by viruses, the central task was to isolate them and prepare vaccines for immunization. At that point, many observers felt that perhaps too much attention was being devoted to cancer viruses. It was problematic whether viruses played an etiological role in more than a handful of human cancers.

Designed as a basis for in-service courses for staff working with people who have profound and multiple handicaps. Topics covered include : assessment, curriculum, teaching methods, microelectronics, problem behaviour and physiotherapy.

The book will covers a wide range of approaches to teaching and learning and demonstrates how mathematics can be related to personal and social development, communication and thinking skills. Written with the non-specialist in mind and including plenty of practical examples, it will make useful reading for teachers in mainstream and special schools, and learning support assistants. Early years practitioners and teachers in training may find the book useful for its descriptions of how children acquire their foundation of early mathematics and numeracy skills.

He skipped his senior year at college to go to Europe, where he was befriended by a Countess, was kept a prisoner in a castle by a mad Count, and almost met Mussoliniclose enough to land him in an Italian jail. Wright Morris returned to the States and went on to become probably the most experimental American novelist of the last century. He ended up with almost every award and prize that a novelist can earn, and his work was praised over and over again by many of our most prestigious critics. In addition to publishing thirty-four books, he was also an eminent photographer. He not only had his work shown in numerous museums and galleries around the country, but his photographs were also displayed throughout five photo-text booksa form that he pioneered.

The Routledge Companion to Severe, Profound and Multiple Learning Difficulties is a timely and rich resource with contributions from writing teams of acknowledged experts providing a balance of both academic and practitioner perspectives. The book covers a myriad of topics and themes and has the core purpose of informing and supporting everyone who is interested in improving the quality of education and support for children and young adults with severe, profound and multiple learning difficulties and their families. Each chapter contains careful presentations and analyses of the findings from influential research and its practical applications and the book is a treasure chest of experiences, suggestions and ideas from practitioners that will be invaluable for many years to come. The chapters include many vignettes gathered from practitioners in the field and are written specifically to be rigorous yet accessible. The contributors cover topics related to the rights and needs of children and young adults from 0-25 years, crucial features of high quality education, characteristics of integrated provision and effective and sensitive working with families to ensure the best possible outcomes for their children. Crucially, the voice of the learners themselves shines through. Historical provision that has had an impact on developing services and modern legislation aimed at improving provision and services are also discussed. The contributed chapters are organised into six themed parts: Provision for learners with SLD/PMLD. Involving stakeholders. Priorities for meeting the personal and social needs of learners. Developing the curriculum. Strategies for supporting teaching and learning. Towards a new understanding of education for learners with SLD/PMLD. This text is an essential read for students on courses and staff working in and with the whole range of educational settings catering for children and young adults with severe, profound and multiple learning difficulties, not just for teachers but also for support staff, speech and language therapists, physiotherapists, psychologists, nurses, social workers and other specialists.

This updated second edition of The Effective Teachers Guide to Moderate, Severe and Profound Learning Difficulties (Cognitive Impairments) has been restructured and expanded to ensure it continues to meet the needs of the busy teacher. This new edition is highly relevant and contextualized, drawing on the curriculum and assessment, pedagogy, resources, therapy and care and school and classroom organisation. It is accessible and practical in approach yet offers the necessary underpinning of research and professional knowledge to enable the teacher to be self-critical in developing classroom approaches. The book accessibly and thoroughly discusses the classroom difficulties associated with: Mild cognitive impairment Moderate to severe cognitive impairment Profound cognitive impairment Conditions associated with cognitive impairment. A much needed source of knowledge for teachers, students on initial teacher training courses, school managers, and administrators, this book will be of interest to anyone who supports children and young people with cognitive impairments.

Many people think that profound disability presents us with a real problem, often because it seems difficult to connect with someone who does not seem to think or act like us. Positioning profound disability in this way immediately sets up a ‘them’ and ‘us’, where the person with profound disability becomes the problematic ‘other’. Attempts to bridge the ‘them’ and ‘us’ risk reducing everyone to the same where disability is not taken seriously. In contrast to a ‘them’ and ‘us’, and negative connotations of the other found in the existentialist philosophies of writers like Sartre and Beauvoir, Pia Matthews argues for a return to a positive view of the other. One positive approach to the other, based on an ethics of relationship as championed by Levinas, seems to mitigate the other-ness of profound disability. However, this still makes the person with profound disability dependent on the ethical concern of the more powerful other. Instead, this book argues for return to a personalist philosophy of being offered by Mounier, Marcel, and Wojtyła, and deepened by participation, belonging, and the possibility of contributing to the good of all. This deepened philosophy of being gives a more solid foundation for people who are especially at the mercy of others. It will be of interest to all scholars and students of disability studies, philosophy and anthropology.

A woman faced with advanced cancer shares the story of how preparing to die led her to experience a profound healing on all levels--physical, emotional, and spiritual. • Explores the practical and spiritual aspects of confronting a life challenge as a springboard for spiritual growth. • Includes accounts of dreams, exercises, and visualizations that inspire profound healing. • Outlines 12 self-help practices of wellness--emotional clearing, meditations, and lifestyle changes--through the living example of a cancer survivor. • By the co-compiler of the spiritual classic Peace Pilgrim: Her Life and Work in Her Own Words. At the age of 41 Cheryl Canfield was diagnosed with advanced cervical cancer. Going against warnings from doctors, she rejected proposed surgeries that would involve removing her uterus, cervix, lymph nodes, and surrounding nerves. Instead, she decided to accept death and focused her energy on attempting to die well. In the process, she cured herself. Profound Healing is Canfield's down-to-earth account of her journey as she inadvertently experiences a modern-day miracle, and her subsequent reflections on physical, emotional, mental, and spiritual healing. More than a biography, Canfield's story contains exercises, dreams, visualizations, and experiences--from encounters with the modern mystic Peace Pilgrim to her own acceptance of cancer--that assisted her healing process. Others can use her hard-earned insights as a source of hope, inspiration, and practical advice. Relevant to anyone seeking personal growth and life wisdom, Profound Healing is not merely about dying or living. It is about discovering one's life and living it fully while here.