IMDb and Macaulay Culkin.

Today, I noted something quite sad, on IMDb, the Internet Movie Database. On their front page, at http://www.imdb.com/ they are mourning John Hughes, the maker of films about teenage life. Now, he wasn't so old, at 59, so his passing is quite sad...but that isn't what I thought sad about their front page. Something else is.

John Hughes made the film "Home Alone", with Macaulay Culkin. It was his greatest hit. So, naturally IMDb have referred to Macaulay Culkin on their front page. However, unconsciously, they have shown very clearly that things are not what they once were, for Macaulay Culkin. You see, IMDb, the most important source of film and tv information on Earth...doesn't know how to SPELL Macaulay Culkin. They have spelt his name, at the time of writing (for they might correct it when I blog post this), Macauley Culkin...that is right: MacaulEy Culkin.

This should be a sobering moment for Mr. Culkin, for it shows that not even the staff of IMDb, who spend their lives immersed in all things filmic, remember him as once he was known. They don't even know how to spell his name anymore.

In a way, this is odd. It is odd because we still know how to spell such antique names as Greta Garbo...yet, Macaulay Culkin is being forgotten even by the people whose very job and existence require them to remember.

I checked up on Mr. Culkin, and noted that he has begun to work again...though only in low profile TV shows. It seems that this is not enough to revive his memory in the minds of those who should know him best (apart from his family and friends). It is known that he has been attempting to build an adult acting career for many years, but with relatively modest impact. So, it seems clear that he would rather be famous, than forgotten (otherwise why is he seeking to revive his acting career?)

It just goes to show that, no matter how much a star a child becomes, that can all be forgotten once they transition to adulthood. They even forget how to spell their names!

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to:http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

IMDB is the Internet Movie Database for film and tv professionals.If you would like to look at my IMDb listing for which another fifteen credits are to be uploaded, (which will probably take several months before they are accepted) please go to: http://www.imdb.com/name/nm3438598/ As I write, the listing is new and brief - however, by the time you read this it might have a dozen or a score of credits...so please do take a look. My son, Ainan Celeste Cawley, also has an IMDb listing. His is found at: http://www.imdb.com/name/nm3305973/ My wife, Syahidah Osman Cawley, has a listing as well. Hers is found at: http://www.imdb.com/name/nm3463926/

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)

Like father, like son.

Yesterday, I sat at the computer typing, as I am now doing. Behind me, Tiarnan busied himself with something, that I could only hear, and not see.

"I like THAT one...and that one!", he said to himself.

Wondering just what it was that he liked, I turned around.

There, he had laid out a series of "Conan" books, side by side, in a long line. Each had a picture on the front of the heroic Conan engaged in some swordplay - either with other warriors (though hugely outnumbered, in all cases), or with a monster of some kind - usually, most oddly, a giant snake.

I rose from my desk and walked over to him, curious as to which of these heroic images he liked.

"Which ones do you like?", I asked him.

"All of them!", he said, sweeping his arm down the length of the long line of Conan books.

I thought this a funny moment and it made me wonder many things. Long ago, as a boy, I had read Robert E. Howard's Conan books. They had appealed to my teenage imagination, with their tales of the resolute Conan hacking his heroic way through a brutal ancient world, with barely a scratch, so talented was he in swordplay. There was something primal about the stories, something basic and fundamental, to early man - and therefore, by extension, to us all, for that is where we come from. (Though, of course, the details would be rather different and no man could survive long living as Conan did.)

Now, before me, my three year old son, was interested in the very same books that had held my childhood imagination (or some of them, anyway...I read a lot of books). It seems that the same heroic imagery had a hold over my three year old, as it had had over me as a thirteen year old. What was it about the images that appealed to him? Was it the strength of the hero? Was it the heroism itself? Was it its depiction of a bygone age, that had never actually been? I didn't ask him these questions, though: I just witnessed, warmly, his enthusiastic gaze, on those images that, once, long ago, had held a fascination for me, too.

Our children are much more like us, than we might imagine. Not only do they, of course, look like us...but the choices that they make, the tastes that they show, the things that they like to do and be, are often remarkably similar too. In a way, this is a very good thing - for it means that, as he grows up, I can share his interests supported as they are, by remembrance that I, too, had once been interested in the same things. We are, therefore, bonded together, by these shared sympathies, and likings.

You may be wondering why I have a series of Conan books in my house. Well, they are there for nostalgia. They are not the original ones that once I read - for those are back in England. They are another set that I came across - and found myself purchasing out of a desire to have something of my youth. They reminded me of the boy I had once been.

Now, of course, I don't think I could bring myself to read them. I don't think I would connect to them in the way I once did. They seem too distant from me now. Also, I have so many other things to do, that I don't find the time for the simple pleasures of reading fiction. Thus, I tend not to read fiction, anymore. If I do read, it is usually factual material.

Yet, it is good to have them around the house. It makes me feel that somewhere, the boy I used to be, is still around somewhere too. Only, now he is three - and likes two covers in particular!

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to:http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

IMDB is the Internet Movie Database for film and tv professionals.If you would like to look at my IMDb listing for which another fifteen credits are to be uploaded, (which will probably take several months before they are accepted) please go to: http://www.imdb.com/name/nm3438598/ As I write, the listing is new and brief - however, by the time you read this it might have a dozen or a score of credits...so please do take a look. My son, Ainan Celeste Cawley, also has an IMDb listing. His is found at: http://www.imdb.com/name/nm3305973/ My wife, Syahidah Osman Cawley, has a listing as well. Hers is found at: http://www.imdb.com/name/nm3463926/

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)

An unexpected maturity; a surprising immaturity.

Today, I saw something remarkable - and a little sad.

I was with Tiarnan in the Science Centre, after having seen the Leonardo the Genius exhibition. Tiarnan, three, was in the mathematics display area of the Science Centre and he was investigating the Double Gravity Well exhibit. He found it most absorbing.

Tiarnan first wanted to stand on the exhibit, to be able to see into it. It consists of an ellipitical table like surface, which is curved, dipping towards two holes along the central axis. The idea is that you should roll a ball along the surface and watch how it is affected by the twin wells, representing two gravitational masses near each other. I gave Tiarnan a ball, while he stood on the table but, instead of rolling it while standing on the top, he jumped down to the floor to do it "properly".

He held the ball in his left hand and rolled it. He was delighted as it careened around the table top, drawn in a curve around the wells and between them. Eventually, it rolled into one of the holes. Immediately, he rushed off to get more balls and rolled them, one by one, in different paths, to see what would happen. He managed to do it three times, before he was interrupted.

Laughing, shouting and pushing each other, there came a group of teenage boys into the room. They saw, at once, what Tiarnan was doing and rushed over to the balls and, immediately, started to throw them at each other. Tiarnan, who had three more balls in his hands, stopped in his tracks, and watched these older, bigger boys behaving so strangely.

The teenagers were among the least well behaved people I can ever recall seeing in a museum. They threw the balls at each other, hard and fast in rapid succession. Then they rushed over to the table and huddled around it. One of them jumped up and tried to punch a ball into the hole, forcing it down a hole it was never meant to pass through. He punched it several times, until it was thoroughly jammed. Tiarnan was shocked at what they were doing.

The teenagers ran around chaotically - from Tiarnan's perspective they must have seemed like giant lumbering lunatics. There was no order to their behaviour, it was just an exuberant, messy, riotous chaos. Tiarnan stood stock still, his three balls unused in his hands. He seemed to be waiting for them to go away. I looked down at him and he looked up at me in a shared understanding. He looked back at the boys, wondering, perhaps, just why they were behaving as they were. Tiarnan, you must remember, is just three years old and had never, in his short life, seen boys behaving like this before.

After the boy had given up trying to force the ball through the hole, with his fist, they started a battle on the table top. This involved moving the balls around the table as fast as possible, and trying to hit them together. This they did for a couple of minutes, before their short attention spans were exhausted. Then they decided to throw all the balls in the room on the table, upending the containers filled with them to do so. One container was upended over another boy.

I called Tiarnan away, lest they run into him.

He understood the need to move, at once, and came with me.

Behind us, the boys rioted on, scattering balls all over the hall, shouting as much as they threw.

For me, the contrast between my three year old's attentive, concentrated attempt to understand the double gravity well and its properties, and the teenage boys' mindlessness, could not have been sharper. Tiarnan seemed infinitely more mature, more composed, more thoughtful and more intelligent, than the mindless oafs who had taken over the museum hall. It was more than a little disturbing to realize that these boys - who looked to be about 18 years old - were SIX times older than my son - and yet, had none of his self-control, none of his consideration for others and none of his maturity.

After the gravity well, the gang of boys went from exhibit to exhibit, interacting with each in a very aggressive way - as if trying to test them to destruction. The hall was filled with the sounds of banging and bashing, alongside their shouts. We retreated as far from them as we could.

I didn't say anything to Tiarnan about it, then, but I think I should. I think those boys provided a terrible example to my son of what constitutes a reasonable way to behave in a public space and with public property. I wouldn't expect a three year old to try to be so destructive as those boys were. Isn't it shocking to think that 18 year olds are capable of behaving in a way which would be considered out of place even for a THREE year old?

The conventional overseas view of Singaporean school going students is that they are all a studious, serious lot. I can tell you now, however, that that is certainly not true of all of them. I imagine that far from being studious, the bunch of boys I saw today would be more likely to tear the pages out of a book, than read them.

I am left with a thought: those boys were pre-NS. I wonder, just wonder, how they will cope with the discipline of NS, when their natural inclination is to riot? I think they are in for a surprise..either that, or the NS people are...

What was sad, for me, was seeing Tiarnan watching these rioting boys huddled around the gravity well table, in utter astonishment at what they were doing, then looking down at the balls in his hands, wondering, I thought, whether he was ever going to get the chance to continue his investigation. He didn't.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to:http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

IMDB is the Internet Movie Database for film and tv professionals.If you would like to look at my IMDb listing for which another fifteen credits are to be uploaded, (which will probably take several months before they are accepted) please go to: http://www.imdb.com/name/nm3438598/ As I write, the listing is new and brief - however, by the time you read this it might have a dozen or a score of credits...so please do take a look. My son, Ainan Celeste Cawley, also has an IMDb listing. His is found at: http://www.imdb.com/name/nm3305973/ My wife, Syahidah Osman Cawley, has a listing as well. Hers is found at: http://www.imdb.com/name/nm3463926/

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)

The New Paper and the order of events.

The New Paper today carried an article about Ainan and ourselves, in it. In fact, it had two articles. One article concerned his achievement in passing the O level Physics younger than anyone else has done...two years after he passed O level Chemistry younger than anyone has ever passed an O level. My concern, though, is the second article, for I fear it has quite a few errors of information in it.

I shall explain. When telling a story, the time order of events is very important for understanding the truth of the story. However, the New Paper article muddles up the order of events, to make things look more favourable for the MOE. I find this an interesting failing...

In the article, it says that the MOE offered us workshops at the Science Centre, which we declined, and then it says we walked out of a meeting with the MOE and said we didn't want any more offers of support from them. This is not true. It makes it look like the MOE were trying to be supportive. They were not. The truth is, in fact, very different.

What happened was that we had a meeting in 2007, towards the end of the summer (I think of the summer as the middle months of the year, since I come from Europe), at which two officers from GEP were gatecrashing: they had not been invited by us, but turned up anyway. This is typical inconsiderate behaviour of GEP officers. The relationship was already pretty sour by then, so I am pretty sure they knew we wouldn't want them around - yet they turned up anyway. The Principal of Ainan's school hadn't told us they would be there, either, which is rather off, I think. Anyway, at this meeting, the GEP officers (including our case officer, who was a truly difficult person to deal with), refused everything we asked for. We made SO many different suggestions of ways in which they could help Ainan - and they refused them all. Finally, I asked if Ainan could have practical classes at NUS High (where he had been studying, though to no use, since the class was below the level of his then knowledge and ability - but they didn't respond to that). She said: "No." very firmly. She then went on to say: "If you want practical classes, why don't you find a private school and PAY for them YOURSELF!"

I thought she was a little too aggressive to be a government officer, but there you are, I didn't hire her.

I told her that Ainan has a very practical learning style and needs to do Chemistry, not just read about it.

She said: "Oh we at the Gifted branch think learning style is very important..."

"Well, I have just told you he has a practical learning style, so can he have practical classes?"

She snapped at me: "Oh that is not good enough for us!"

I couldn't take it anymore from this silly woman. She was telling me that the view of the parents, who know the child best of all people in the world, was no good for the GEP: it was to be dismissed.

I rose then and said: "We will never speak again!", though I did say one more thing: "Your problem is that you don't listen!"

Then I left - and we never did speak again, despite what the MOE says in its article in the New Paper (they claim we did some months later).

Now, what I find interesting about the article is that it moves the walk out event above to being AFTER the offer from the MOE regarding the Science Centre. This is so not true it makes me want to vomit. I walked out on the GEP, in the late summer 2007. The offer of the Science Centre arrived in February 2008 - with a bill attached: we would have to PAY for the GEP's "support". I know of no country on Earth that would ask a gifted student to pay for an intervention supposed to help them...except for Singapore of course. Anyway, we declined them, for two reasons: one was that they never actually bothered to explain to us what the workshops were about - and secondly, they wanted us to pay for them and that we just couldn't really do, at that time. The offer of a few workshops at the Science centre came via Ainan's Principal. When I saw that our GEP case officer's name was mentioned in the correspondence, I was not happy - because she had been such a pain to deal with. I said to the Principal that we wanted nothing to do with the GEP. That is all I said. I did not contact the GEP, nor the MOE. I had kept my promise and I never spoke to them directly again, after the walk out. Yet, they state in the article that we told them in February 2008 that we didn't want any more "help" from the MOE. I find that very strange, since we didn't actually speak to them at all - and what we said to his Principal referred only to the interference of the GEP and, more specifically, the officer that we just could not stand having to deal with. So, in a very real sense, the article is not true to events. The order is wrong - and some things just did not happen in the way they say.

We gave up on the GEP because they were refusing to help in anyway: they were turning down all our suggestions. The article has changed the course of events to make it look like we were turning down an offer from the GEP. This is just not true. There was NO offer on the table when we walked away from them. The Science centre "offer" (it is not an offer actually because we would have had to pay for it) came about 6 months after we had had our walk out with the GEP. Thus, changing the order of events, COMPLETELY CHANGES THE MEANING OF WHAT HAPPENED. It makes it look like we were being difficult - when in fact it was our GEP case officer who was being difficult.

Also, the person they interviewed at NUS High was someone who has been caught out in the past in what seems like a lie - because his students contradicted what he said to us. Yet, this was the man they quote with reference to Ainan. All in all, I am not happy with the way the article has distorted events.

Perhaps the distortions of events are unintentional and due to the assumptions of the writer about what must have happened. Perhaps they are deliberate distortions. I do not know - but I know this: all the changes in events make the MOE look better than it should. That all changes were in favour of the MOE does make one wonder why the events were depicted that way. The fact is the MOE was very difficult to deal with with respect to Ainan. The GEP officers were completely deaf to all information that came from us and completely ignored all requests. They did their own thing - and their own thing was always, in our view, inappropriate, insufficient, or just unnecessary. The article did not capture that at all. It created a very different impression - one that tried to make us look as if we were turning away support, when in fact, the MOE/GEP were the ones refusing to support adequately and in a timely fashion.

Another thing the article missed: the offer of the Science centre came a full THIRTEEN months after his O level in Chemistry. Well, excuse me, I think that any gifted intervention programme that takes more than a YEAR to find somewhere to support a kid's interest, should be fired at once...all of them. Then again, the offer was very little. It was just a few workshops in somewhat irrelevant Chemistry. It was also at a price (not free).Furthermore, it was not what we required - ongoing practical experience. The MOE failed to support Ainan. The New Paper failed to report this accurately, but instead tried to diminish one parent's quest for a suitable education for his gifted son.

I must say, though: I am not surprised. In Singapore, the little guy...that is me...has no say or power at all. The big guy will always manage to drown out the little voice and put their version of history across. I am getting to understand that the news here, in Singapore, is often not what it should be: it doesn't accurately reflect what really goes on and will always be slanted to make the system shine in a glossy, blameless fashion. The truth, however, can be very different. The only problem, of course, is that, in Singapore, that is something the readers will never get the chance to evaluate.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to:http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

IMDB is the Internet Movie Database for film and tv professionals.If you would like to look at my IMDb listing for which another fifteen credits are to be uploaded, (which will probably take several months before they are accepted) please go to: http://www.imdb.com/name/nm3438598/ As I write, the listing is new and brief - however, by the time you read this it might have a dozen or a score of credits...so please do take a look. My son, Ainan Celeste Cawley, also has an IMDb listing. His is found at: http://www.imdb.com/name/nm3305973/ My wife, Syahidah Osman Cawley, has a listing as well. Hers is found at: http://www.imdb.com/name/nm3463926/

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)

Highly educated vs. gifted.

An Australian friend of mine, related an experience to me, recently, concerning her first teaching stint in Singapore. What she learnt is very instructive of the situation in Singapore's schools.

She had been hired, as a teacher, to come to Singapore to teach "gifted children" in a special school. She was looking forward to it, and was filled with expectations of the challenges she would face, the opportunities she would have to work with talented children, and the rewards she would feel to see them grow under her tutelage. Well, all was not as she had supposed. As she began to work with these children, she noted something strange about them: they KNEW a lot, but could not seem to THINK very well. This puzzled her: it was not what she had expected of "gifted" children. Nevertheless, she did her best to challenge these kids, for she had been led to suppose that they needed challenge. Yet, this did not seem to be what they craved. If she challenged them too much, they seemed to back away from the challenge and reach for familiar territory in which they were "learned". Finally, after three months of this, the Principal of the school came to talk with her.

"Actually," he began, "These children are not gifted."

Why, she wondered, had she ever been told that they were, then?

"They are not gifted," he repeated, "They are highly EDUCATED."

He went on to explain how their parents thought of them as gifted or wanted them to be gifted, and so had DRILLED them from very young, in the basics of the academic world. Lessons had been drummed into them, as young as possible, and they had known little but long hours of study, in their short lives. Yet, all this education, produced nothing more than knowledgeable youngsters - within certain circumscribed limits (that is, if it is not useful in school exams or a school context, then they wouldn't know it). Not one of the kids could actually be described as highly intelligent - that is, being able to think fluidly, as opposed to being able to recall information.

Once she understood this, she grew to pity her students. There was a demand upon them, by their parents, and perhaps their society, that they be something they are not. Yet, not one of them seemed able to meet this demand. They had become model students and did well in standardized testing, but when challenged, in the ways she had come to expect to be able to do with gifted children, they couldn't cope. They couldn't rise to tasks that required true intelligence, because they didn't really have it. What they had was something else: an education.

I think my friend had stumbled on something fundamental about the ways in which Singaporeans misunderstand education. As far as I am aware, and believe, education cannot create a gifted child. The gift originates in something innate which is either there or is not. It cannot be readily imparted by the hitting of the books. Education imparts something else...particularly the type of education found in Singapore: knowledge. Yet, knowledge is not intelligence and, as Einstein famously observed, knowledge is less important than imagination. What these kids lacked was an imagination and a high degree of fluid intelligence - in other words, they lacked what they had been labelled to have. Someone along the way, had come to view these kids as "gifted" because of their knowledge of standard school information - but they were by no means gifted. They were a much lesser breed than that.

Perhaps, though, this misunderstanding is not entirely the fault of the parents: it is an idea that seems to imbue the entire education system of Singapore - the idea that study somehow creates this "gift" - and that one who studies well, is necessarily "gifted". This is not so. Giftedness is something apart from mere education - and may exist, I believe, in its complete absence. Giftedness is an innate quality of mind - it is not to be created at the whim of an education system. In fact, the kind of education that Singapore engages in is, in my view, of no value to a gifted person - or should I say, at best, is less than ideal for a gifted person. It is too rote, too unchallenging, too knowledge based and too short on real thinking. It is, in short, an education not worth having. Those kids my friend had to teach, had had plenty of this type of education - but none of them were any closer to being gifted than they had been before. They still lacked the essence of gift.

It will be interesting to see how long Singapore's love affair with its standardized education lasts. I don't see in it, the solution to Singapore's long term prosperity. A nation of kids like the ones my friend taught is not going to become a leading innovator in the world. Far from it. At best, they are suited only to imitating what others have done. Perhaps, indeed, that is the planned future of Singapore: No.1 in being just like the next man, a nation of "me toos".

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and seven months, or his gifted brothers, Fintan, five years exactly, and Tiarnan, twenty-eight months, please go to:http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, wunderkind, wonderkind, genio, гений ребенок prodigy, genie, μεγαλοφυία θαύμα παιδιών, bambino, kind.

We are the founders of Genghis Can, a copywriting, editing and proofreading agency, that handles all kinds of work, including technical and scientific material. If you need such services, or know someone who does, please go to: http://www.genghiscan.com/ Thanks.

IMDB is the Internet Movie Database for film and tv professionals.If you would like to look at my IMDb listing for which another fifteen credits are to be uploaded, (which will probably take several months before they are accepted) please go to: http://www.imdb.com/name/nm3438598/ As I write, the listing is new and brief - however, by the time you read this it might have a dozen or a score of credits...so please do take a look. My son, Ainan Celeste Cawley, also has an IMDb listing. His is found at: http://www.imdb.com/name/nm3305973/ My wife, Syahidah Osman Cawley, has a listing as well. Hers is found at: http://www.imdb.com/name/nm3463926/

This blog is copyright Valentine Cawley. Unauthorized duplication prohibited. Use Only with Permission. Thank you.)