Teaching in Dubai ~ Finding Balance in Wonderland

 

 

Paul Dennison and Anna Mitchell, Dubai course sponsor, demo the partner version of the Calf Pump.

Anna Mitchell, a licensed Brain Gym Instructor and course sponsor in Dubai, volunteering to help me demonstrate the partner version of the Calf Pump for ease of focus and attention.

I was amazed to see Ski Dubai firsthand—a snowy indoor ski lift and slope within the Mall of the Emirates—one of the world's largest shopping malls.

The amazing Ski Dubai—a snowy indoor ski lift and slope within the Mall of the Emirates—one of the world’s largest shopping malls.

My photo of the tallest building in Dubai—the Burj Khalifa, which rises an imposing 2,717 feet to hold 209 floors.

My photo of the tallest building in Dubai—the Burj Khalifa, which rises an imposing 2,717 feet to hold 209 floors.

Imagine a faraway, almost mythic place—an enormous global city with impressive skyscrapers and urban landscapes, unbelievably built in the middle of an arid desert. This growing, dynamic environment cries out for exploratory thinking and a belief in new possibilities. Now imagine a group of inspired adult students coming together to discover what it’s like to “move to learn”—to set new life goals and embody vital new ideas and habits through balance and play.

This was the context for two of my fall 2015 courses: A gathering of eager learners and leaders coming from across the Arabian Peninsula to the mysterious city of Dubai, one of the seven United Arab Emirates, situated on the southeast of the Persian Gulf coast.

Behind me, a small glimpse of the Dubai Mall Aquarium, one of the largest tanks in the world.

Behind me, a small glimpse of the Dubai Mall Aquarium, one of the largest tanks in the world.

At the Dubai Mall—like something I'd never seen before—a sculpture of divers as part of a waterfall.

At the Dubai Mall—like something I’d never seen before—a sculpture of divers as part of a waterfall.

The Dennison Approach to Whole-Brain Learning was attended primarily by parents and educators, including some participants who were new to Brain Gym*. We enjoyed moving, playing, and balancing* together as students learned the 26 Brain Gym activities and experienced how each supports centralization of eyes, hands, and body on the midfield for such varied tasks as sitting, standing, walking, and academic work.

A student and I enjoy the benefits of the partner Calf Pump.

A student and I enjoyed the benefits of the partner Calf Pump.

I do the partner version of the Grounder along with a student.

Here, we positioned ourselves to anchor one another in the partner version of the Grounder.

 

 

 

 

 

 

 

 

Drawing on my studies in child growth and development, as well as my clinical experience, I demonstrated how each Brain Gym activity supports specific physical skills basic to ease of functional learning.

Participants then experienced for themselves how crossing the lateral midline connects the body’s left and right sides for the mechanics of communication, such as reading, listening, and writing. We next explored the relationship between up and down movements and our ability to be organized and grounded, and to manage stress. Lastly, we crossed the focus midline, moving both forward and back, to experience how our focal and ambient awareness can impact our ability to plan ahead for ease of comprehension.

Participants were delighted to discover processes that they could immediately implement for themselves, as well as with youngsters and oldsters at home and at their schools.

Doing the Elephant to relax the neck and shoulders and connect with our depth perception.

We did the Elephant to relax neck and shoulders, and connect with our depth perception.

Enjoying the rhythm and flow of the Alphabet 8s; learning to see the letters as more alike than different.

We enjoyed the rhythm and flowing motion of the Alphabet 8s activity. This kinesthetic, whole-body experience of the alpha and beta letters as more alike than different also highlights letter distinctions.

 

 

Students notice differences in their reading fluency before and after doing a balance.

Students noticed differences in their reading fluency before and after doing each balance.

 

 

 

 

 

 

 

 

Course photo for Dennison Whole-Brain Learning; I'm in the back row center; Anna is far right.

Course photo for Dennison Whole-Brain Learning; I’m in the back row center; Anna is far right.

After a day off and more touring, we continued with Total Core Repatterning**a post-graduate Edu-K In Depth course focusing on integration of early motor skills. The group was made up of advanced students—some chiropractors, physical therapists, Touch for Health instructors, and numerous Brain Gym instructors who were already familiar with the educational model of creating a “big picture” context through which to draw out new learning. As a group, we identified some basic one-sided habits of movement (such as reading, writing, texting) and noticed how these interfered with eye-teaming, as well as how they diminished our work skills and structural alignment in general. We then integrated these through the repatterning process, experiencing the ease and facility possible when whole-body movement provides context and centralization for near-point activities.

During the three-days, students chose goals, partnered up, and facilitated the 5-step balance* process with one another. Our in-depth activities emphasized structural alignment. We saw the impact on centralization of the Symmetrical and Asymmetrical Tonic-Neck Reflexes, as well as TMJ misalignment. The students were delighted after each balance to experience improved postural integration, a new ease of movement, and the possibility to live into their goals with greater awareness. 

What a joy to share the Edu-K work with such eager and hospitable people. There was a strong feeling of love in the room as we worked and shared together.

Graduates of the Total Core Repatterning workshop.

Our Total Core Repatterning workshop graduation photo—from our multicultural backgrounds we emerged as a cohesive community. Anna, front row center; me in the back row center.

 

*Brain Gym courses are based on the balance process: Five Steps to Easy Learning. The Brain Gym activities are described in Brain Gym®: Teacher’s Edition, by Paul and Gail Dennison, ©2010, Edu-Kinesthetics, Inc., Ventura, CA. 

**Total Core Repatterning is an in-depth movement process (based on the Dennison Laterality Repatterning process taught in Brain Gym 101), for integrating primitive reflexes that interfere with learning and mature motor control.  

© 2016 by Paul E. Dennison. All rights reserved.

Brain Gym® is a trademark of Brain Gym® International/the Educational Kinesiology Foundation. Click here for the name of an instructor near you. 

You might also enjoy these articles by Paul Dennison:

Why I Chose Action Research Over the Ivory Tower
Learning Calls for Physical Skills: The Role of Movement-Based Teaching
In Celebration of Handwriting

 

 

Reading Is the “Hearing” of Written-Down Language

In our Brain Gym® work with early reading, we like to say that reading is the “hearing” of written-down language. Similarly, William Zinsser, author of On Writing Well (2015), points out that “Writing is thinking on paper.” Based on my 45 years as a reading specialist and movement educator, I agree, and would add that writing and reading go hand in hand. The more comfortable children are with writing (and thus with thinking and expressing themselves), the better readers and learners they’ll become.

Writing and storytelling develop thinking skills and guide children to a love of reading.

Writing and storytelling develop thinking skills and guide children to a love of reading.

Early in my teaching experience, I realized that a big part of what makes us human is the desire to tell stories and otherwise express our experiences. Language is something not to take apart, but to put together—something by which we create connections with others.

This is why, in working with thousands of youngsters of varying abilities, I’ve never sat next to a child and listened to her decode symbols or sound out words as a reading process.  For me, teaching children to passively analyze words and symbols rather than actively hear and think about the meanings they represent would be making the code more important than the language it signifies.

I first discovered this in the 1970s during my doctoral studies, when I was introduced to the work of Russell G. Stauffer, a professor of education at the University of Delaware. Stauffer cogently pointed out in his book The Language-Experience Approach to the Teaching of Reading: “Creative writing may be defined as a composition that reflects a child’s own choice of words, ideas, order, spelling, and punctuation.”

Children can learn to "think on paper" by illustrating and talking about their experiences, and by reading their own made-up stories that a grownup has written down for them, or that they write down for themselves.

Children can learn to “think on paper” by illustrating and talking about their experiences, and by reading their own made-up stories that a grownup has written down for them, or that they write down for themselves.

For many years, at my learning centers, younger children would be busy making books—drawing pictures and then dictating autobiographical stories that I would write down for them. Sometimes they would listen, to books or to other descriptive literature and poetry, as I read aloud. The older children (eight and up) might be mastering cursive script while writing down, for themselves, their favorite words or their own imaginative stories.

As I studied with developmental optometrists, I began to understand my purpose as that of helping learners become comfortable enough in their physiology to seek out new challenges. So, before each lesson, or if a child felt stuck, we would do a few Brain Gym activities* such as the Cross Crawl, Lazy 8s, and the Double Doodle to activate whole-body movement, centralized vision and eye-teaming, hand-eye coordination, and other physical skills.

Paul E. Dennison, Ph.D., reading specialist and cocreator of Educational Kinesiology and the Brain Gym program

Paul E. Dennison, Ph.D., reading specialist and cocreator of Educational Kinesiology and the Brain Gym program

Day by day, I observed and facilitated. I saw that each of these children was actively exercising a flow of visual, auditory, tactile, and gross-motor as well as fine-motor abilities. As they wrote and read, they were learning to listen to their own thoughts and the thoughts of other writers—“hearing” the written-down language as they read it back, and so reading it with comprehension and expression. Each hour brought pleasurable challenges and ahas as they constructed ways to integrate these skills through practice and exploration.

Today, Brain Gym activities are used internationally and cross-culturally. One important use made of them is to teach those physical skills that invite a confluence of listening to the words of others, speaking one’s own thoughts, expressing oneself through pen on paper, and reading the written language of published authors as well as the writings of other students.

 

*The Brain Gym activities are described in Brain Gym®: Teacher’s Edition, by Paul and Gail Dennison, ©2010, Edu-Kinesthetics, Inc., Ventura, CA. 

Proust and the Squid: The Story and Science of the Reading Brain, Maryanne Wolfe, © 2007, HarperCollins.

I Already Know How to Read: A Child’s View of Literacy, Prisca Martens, 1996, Heinemann. This valuable little book offers Marten’s insights as a professor of language education on her three-year observation of her daughter Sarah’s self-initiated exploration of reading and writing from ages two through five. This view can help us recognize the ways children (in our modern world, surrounded by written media) are naturally literate, and how they will “invent” writing and reading on their own, when given the opportunity. Informative reading and writing samples present Sarah as a natural inquirer who actively constructs symbols.

The Master and His Emissary: The Divided Brain and the Making of the Western World, © Iain McGilchrist, 2012, Yale University Press.

Photo Credits:
ID 55829126 © Dmitry Kalinovsky | Dreamstime.com
ID 61438275 © Wavebreakmedia Ltd | Dreamstime.com

© 2016 by Paul E. Dennison. All rights reserved.

Brain Gym® is a trademark of Brain Gym® International/the Educational Kinesiology Foundation. Click here for the name of an instructor near you. 

You might also enjoy:

In Celebration of Handwriting

A Message Across Time

Why I Love Teaching Double Doodle Play

Double Doodle Play Brings Emotional Harmony Following a Stroke

Confluence at the 2015 International Kinesiology Conference

Gail and Paul Dennison

Gail and Paul Dennison

Confluence, the theme for the 2015 International Kinesiology Conference to be held in beautiful Banff, Canada, literally means to flow together.  We send our hearty congratulations on the many and diverse streams of Specialized Kinesiology that will be meeting and joining together there, September 23 – 27, to celebrate mutual cooperation, body wisdom, and wellness through movement! We offer our deep appreciation to the CANASK network, Educational Kinesiology Foundation staff members, and to all who will be contributing to make this year’s conference an outstanding event.

We’re excited that you’ll be experiencing keynote presenter Dr. William Tiller, as he speaks on “The Power of Human Intention.” Dr. Tiller is Professor Emeritus in the Department of Material Science and Engineering at Stanford University and the author of ground-breaking books on psychoenergetic science.*

The program will include presentations from many wonderful leaders in the world of kinesiology, including numerous Educational Kinesiology Faculty Members (click here for names and topics).

We’re sending our wishes to participants that all will find hearty ways to celebrate throughout the five days of conference events and additional pre- and post-conference workshops. Like the rivers and hot springs that come together in Banff, may the diversity of offerings there flow seamlessly together to create a confluence of health and healing!

To update you on our own focus this year: Paul taught here in Ventura, California, as well as in Australia, Indonesia, Montreal, Brazil, and will travel (this fall) to Japan and Dubai. Meanwhile, Gail continues working on blogs and the latest book project.

As we continue to develop a Brain Gym® and Educational Kinesiology presence in the social media (Facebook, Twitter, and LinkedIn), we appreciate these avenues as a grassroots opportunity to update parents and educators with the latest research on movement, play, and learning, as well as a way to connect with so many of you. Thank you for your support!

In today’s technologically driven world that requires both near-point focus and passive sitting, the Edu-K work is becoming more important than ever—not only for schoolchildren but for people of all ages. Research daily calls each of us to action by way of bringing increased movement, play, and structural alignment to our everyday activities, and especially in the learning environment. Where Edu-K once pioneered the field of movement-based learning, there are now many “move to learn” programs. The 26 Brain Gym activities, the Brain Gym 101 course, Seven Dimensions of Intelligence, and our other fine courses remain unrivaled in scope, simplicity, and a regard for the learner through self-actualizing activities. Research in neuroscience continues to catch up with our commonsense recognition of the interrelationship of the human body and optimal brain function.

Please acquaint yourselves with our learning resource site, Hearts at Play: Move, Learn, Bloom, that offers blogposts and videos to answer many of the how, what, and why questions about the Edu-K work that you’ve asked us throughout the years. We trust you’ll find this site useful in creating immediate interest in your courses and private sessions. May your lives be touched by the “confluence” of moving to fulfill your personal and professional goals, and may we all keep moving with joy!

Love to all,

Paul and Gail

*Dr. Tiller is the author of Science and Human Transformation: Subtle Energies, Intentionality and Consciousness, Conscious Acts of Creation: The Emergence of a New Physics, Some Science Adventures with Real Magic and Psychoenergetic Science: A Second Copernican-Scale Revolution, as well as more than 150 published papers. Continuing his psychoenergetics research, he currently directs the William A Tiller Institute for Psychoenergetic Science in Arizona.

 

Sudoku on My Brain: An Artist’s Statement

"Sudoku on My Brain," is an 8 X 10 shadow box, rendered in computer generated graphics, watercolor, and colored pencil.

“Sudoku on My Brain,” is an 8 X 10 shadow box, rendered in computer generated graphics, watercolor, and colored pencil.

By Emily Eisen, M.Ed.

I’ve always been fascinated by the working of the miraculous human brain. It wasn’t until 1995 that I became personally interested in how my brain works—when I learned I had a benign brain tumor on my pituitary gland. It was detected while it was still small, and so it never interfered with my vision or other faculties.

Serendipitously, a colleague told me about a three-day course called Brain Gym® 101, being given at a local hospital. I registered for it immediately. Since Brain Gym is an educational (rather than medical) program, my focus consisted of creating challenging learning goals and activating more brainpower by choosing from “menus” of the 26 different Brain Gym activities.

I experienced extraordinary improvements, and went on to take more Brain Gym courses on brain organization, balancing brain dominance, and so on. At the time, I was teaching art in Hicksville, New York. I used the activities I was learning with my art students, and observed much-improved focus and concentration as well as greater freedom of verbal and visual expression.

"Self-Portrait of EM with Words," a 16 x 20 multimedia portrait, made from a photo transfer, acrylic paint, and watercolor pastels using the batik wax resist method to create the neuropathway networks. I enjoyed collaging the word tiles to describe what I enjoy my brain for!

“Self-Portrait of EM with Words,” a 16 x 20 multimedia portrait, made from a photo transfer, acrylic paint, and watercolor pastels using the batik wax resist method to create the neuropathway networks. I enjoyed collaging the word tiles to describe what I enjoy my brain for!

Fast forward to the year 2000, by which time my tumor had shrunk to half its size. I flew to California, and was cured by an innovative neurosurgeon who took it out through my right nostril, allowing me to go to Universal Studios with my family just three days later!

I returned home to Northport, New York, where I went on to become a licensed Brain Gym® Instructor, teaching professional staff development to Long Island teachers, conducting private therapist trainings, and seeing clients for individual brain balance sessions. Also, in the town of Huntington I currently conduct senior citizen programs under a grant from the Alzheimer’s Association.

So why “Sudoku on My Brain”?

Let me begin by saying that I hated math—and failed it in the fifth grade.

My dad was a crackerjack mathematician. I marveled at how he could add a column of four-digit numbers out loud so fast. He told me he would teach me to be a math wizard and that I’d never fail a math test again. And that’s what happened! Although ever since I could hold a crayon I had been doing art all the time, I now fell in love with numbers. I actually started college as a math major!

Within the first year, I came to my senses and became an art major. In 1975 I received my B.A. and M.Ed. for Art Education from Queens College. For the next 34 years, I had the best time in my career as an art teacher in Hicksville.

In a program I recently led for senior citizens, the presenter had just detailed a list of all the signs of Alzheimers! Oh my gosh . . . I perked them up with Arm Activation!

In a program I recently led for senior citizens, the presenter had just detailed a list of all the signs of Alzheimers! Oh my gosh . . . I perked them up with Arm Activation!

I love doing Sudoku puzzles because of loving the numbers, and also because of the way my eyes need to track all the different boxes to determine which number is right for the nine-box grid. After doing a puzzle, I feel calm, energized, and focused.

Since the inner space of the brain is as much a mystery as outer space, for the “I See Me” Huntington Arts Council Self-Portrait Exhibit, April 2015, I chose to depict my brain on Sudoku in a 3-D manner. I made a 3-D shadow box, entitled “Sudoku on My Brain” (see the graphic at upper left). This is one result of a process I learned from my friend, colleague, neighbor, and mentor Beth Atkinson, a Hicksville High School art teacher and New York State Teacher of the Year award winner.

Here, I lead seniors in doing more Brain Gym activities: The Energy Yawn, followed by some Belly Breathing. We then switched on our spirits by singing together, “Oh What a Beautiful Morning!”

Here, I lead seniors in doing more Brain Gym activities: The Energy Yawn, followed by some Belly Breathing. We then switched on our spirits by singing together, “Oh What a Beautiful Morning!”

I learned in my training to become a Brain Gym Instructor that, most of the time, the eye muscles get fixed in habitual patterns of tracking. Did you know that eye tracking stimulates the different brain centers? When we move only our eyes, we take our brain for a walk! Yet people with 20/20 vision can have tracking challenges and may have difficulty with balance, reading, driving, writing, painting, drawing, sculpting, comprehension, organization, playing sports, doing eye-hand work, and anything else that the eyes are used for.

Yet, according to Brain Gym author Dr. Paul Dennison, “Movement is the door to learning.” The eyes are controlled by muscles that, just like all muscles, need exercise. They need to have a full range of motion as well as the ability to lengthen and shorten.

Four* Brain Gym exercises in particular give the eye muscles a great workout: Brain Buttons (for left-right tracking), Earth Buttons and Space Buttons (for vertical tracking), and Balance Buttons (for near-to-far tracking). I teach these to my art studio students, and they notice great differences in how they draw and paint before and after this learning menu of movements! Δ

*Lazy 8s and the Double Doodle are two more Brain Gym activities that engage the eyes, in both cases focusing on hand-eye coordination and directionality.

This article was originally written for the “I See Me” Huntington Arts Council Self-Portrait Exhibit, April 2015.

Emily Eisen, M.Ed., is a licensed New York State K-12 Art Instructor/educational consultant, a Brain Gym® Instructor, the Director/Instructor of BRAINWORKS PLUS, a brain-body fitness instructor for elders, a Language of Mastery® instructor, a Total Immersion® swim coach, a ChiWalking® coach, a repertory actor, a keynote motivational speaker, and a fine arts instructor. To contact Emily: P. O. Box 778, Northport, NY 11768; phone/fax: 631-651-9207; email: balance@brainworksplus.com; website: www.brainworksplus.com

The Brain Gym activities are from Brain Gym®: Teacher’s Edition, by Paul and Gail Dennison, 2010.

Brain Gym® is the registered trademark of the Educational Kinesiology Foundation/Brain Gym® International, Ventura, CA, www.braingym.org. Click here for the name of an instructor in your area.

 

 

How Reading Is Like Playing Soccer

A child's self-chosen goal is a great motivator, and teaching for transfer of learning is not difficult when the focus is on physical skills, such as eye-teaming.

A child’s self-chosen goal is a great motivator, and teaching for transfer of learning is not difficult when the focus is on physical skills, such as eye-teaming.

Ramon, 11, walked into my office with a positive attitude, ready to learn. He was there with his mother, to get help with his reading. I told him that our session would be about him and his life, and that his immediate goal could include more than reading comprehension. When I mentioned sports, his eyes lit up. “Can you help me with soccer? I’d really like to do better when I play.”

I often find that improvement in a sport serves as a motivating goal for those who also need to improve an academic skill. “The very same skills that you need for reading, you need for soccer,” I replied. “You need to be alert, in tune with all your senses, and continuously moving forward and looking ahead—anticipating what will happen next.”

Ramon’s mother, Monika, had told me on the phone that her son had been diagnosed with high-functioning autism. According to his teachers, his main difficulties were with memory, organization, and receptive and expressive language. Ramon worked so hard, she said, that he made the honor roll despite mediocre test scores.

I had responded that in Edu-K we focus on learning as a dynamic process. We’re interested in what a child can do, not what he can’t do, so we don’t have any reason to refer back to static measurements, such as test scores or a label that’s been placed on him. We help the learner acknowledge what he’s already able to do, and guide him in taking a few solid steps forward. Our work is to draw out each individual’s natural abilities through movement-based education that allows him to continue learning on his own.

Ramon had been introduced to the Brain Gym work when he was in kindergarten, with encouraging results, both academically and socially, at that time. As a five-year-old, he had eagerly done Brain Gym activities in the car every morning on the way to school. Monika was now revisiting Brain Gym because she and Ramon had seen such good results before.

Ramon’s new goal was “To play and read with active attention to what’s happening all around me.” During the pre-activity of kicking the soccer ball, he was hesitant and unsteady on his feet, losing his sense of balance and kicking the ball off to the right.

This youngster, like many analytic readers, is focusing in his right visual field in order to avoid crossing the visual midline.

This youngster, like many analytic readers, is focusing in his right visual field in order to avoid crossing the visual midline.

When reading, he pronounced every syllable accurately, reading in his right visual field and using a finger to point sequentially, from left to right, to each word. According to Edu-K assessments, he was not accessing his left visual field.

Many parents and educators interpret this kind of excessive phonetic analysis as good reading, and assume that children will grow out of it. My finding is that youngsters who first succeed in reading in this analytic way rarely make a shift to whole language without being given express instruction to do so.

For example, when I asked Ramon what the paragraph he’d just read was about, he shrugged his shoulders and said, “Can I read it again?” Such a request isn’t unusual. I find that, prior to a balance for comprehension, people of all ages often need to read a paragraph two or more times to understand it.

I asked Ramon instead to do an experiment with me by choosing an activity from the Learning Menu wall poster. He selected Three Dimension Repatterning*. I knew this process would be well suited to his goal, as it would help integrate his proprioceptive “movement map” in all three dimensions: left and right, up and down, and forward and backward.

The pre-activity for the repatterning gave me a chance to show Ramon that, while being attentive, he was able to cross the participation midline in the forward-and-back motion, but not when grounding himself in the up-and-down motion or when moving laterally, as he needed to do when tracking the ball (or reading left to right). I explained that, on the playing field, this overfocused movement pattern might make him feel hypervigilant, unstable, or easily confused. Similarly, when he was reading or simply sitting, he might be zeroing in too much, at the expense of feeling comfortable and secure in his body. Ramon seemed to understand.

After the balance, I kicked the ball to Ramon and he kicked it down the center of the room with focus and precision, without falling backward or losing his balance as had happened the first time. I could see that he was more alert, eager to participate, and more ready to move in any direction.

The visual assessment now showed him to be accessing both left and right visual fields, as well as the midfield, where binocularity occurs. When he read this time he was actively involved in the story—both receptively and expressively—clearly listening to the words as he spoke them and anticipating their meaning. He read fluently without finger pointing and elaborated on the story, in his own words, with accuracy.

Monika was thrilled about the difference in Ramon’s understanding and approach, saying how grateful she felt for such an incredible system, and how happy she was to see him “really reading now!” She and Ramon promised to do Brain Gym Homeplay** together every day, including PACE, Neck Rolls, Lazy 8s, Think of an X, Balance Buttons, Earth Buttons, Space Buttons, the Energy Yawn, and the Positive Points.

Paul outdoors head*Three Dimension Repatterning, taught in Brain Gym 101: Balance for Daily Life, offers a simple movement experience in which learners discover habits of “switching off” one of the three planes of movement in order to use another.

**The Brain Gym activities are described in Brain Gym®: Teacher’s Edition, by Paul and Gail Dennison, ©2010, Edu-Kinesthetics, Inc., Ventura, CA. 

Photo Credits: © Dreamsnjb | Dreamstime.com – Boy With Soccer Ball At Sunset Photo and © Monkey Business Images | Dreamstime.com – Young Boy Reading Book At Home

For a Spanish translation of this article, click here: Leer es como jugar al fútbol

© 2015 by Paul E. Dennison. All rights reserved.

Brain Gym® is a trademark of Brain Gym® International/the Educational Kinesiology Foundation. Click here for the name of an instructor near you. 

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