Rosemary Rimmer-Clay
  • brighton, east sussex
  • United Kingdom
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Rosemary Rimmer-Clay's Blog

Am I still a Quaker?

Posted on 6th mo. 10, 2012 at 8:28pm 8 Comments

I stopped going to Meeting, months ago...

I lost an Employment Tribunal case...I sat and heard people in positions of authority purjuring themselves, bearing false witness and fabricating and concealing evidence. I suppose I was naive to believe that people under oath would tell the truth! It was/is no consolation at all that I was speaking truth to power, since a panel decided my case against me, because it was technically  'out of time'. It was such a bitter experience that a bully…


My niece sent this to me and I am passing it on...'The Simple way', because I needed to read it, maybe it will help you too.

Posted on 8th mo. 31, 2011 at 10:30am 1 Comment

What If Jesus Meant All That Stuff?

By Shane Claiborne  


'This radical Christian's ministry for the poor, The Simple Way, has got  him in some trouble with colleagues. …


Please sign my e-petition[s]

Posted on 8th mo. 23, 2011 at 1:00pm 1 Comment

If you care about domestic violence, please go to e-petitions, 'domestic violence', and sign the petition.

Because...Domestic Violence has a severe impact on our national life. The NSPCC say that  at least 750,000 children witness it every year. One in three women attends Casualty because of it. There are 1,300 calls a day for help. The government needs to respond with far more more urgent and effective policies and support for the victims. Instead the government is cutting…


Life Lesson.

Posted on 3rd mo. 23, 2011 at 10:22pm 2 Comments


Life lessons

What would you … should you … do with the bully at work?

Remember his rotten childhood, his harsh father in the back country farm,

A mean So and So to his little boy, like his own Dad’s Dad’s Dad…

This family pattern of abuse has been going on right back to the Ark…

The boy’s sleep so often punctuated with drunken curses,

The kicked door, and the loud slap in the dark.

Next morning his Dad grimly filling a…


Dr Gene Sharp's 198 methods of non-violent action

Posted on 2nd mo. 21, 2011 at 3:03pm 13 Comments

My family went to Egypt and saw the violence of extreme poverty for ourselves. Dr Sharp's 198 non violent methods to challenge tyrannies  helped to bring down Mubarak. They are the best way to challenge oppression across the world, wherever we encounter it.


The Methods of Nonviolent Action

​​​​​(from Gene Sharp, The Methods of…


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At 8:08pm on 8th mo. 11, 2009, Rosemary Rimmer-Clay said…
4, St George’s mews, Brighton. Tel : 01273 245806

I am writing to you to propose the setting up of a disability-friendly league table for all HEIs, ‘DIFF-Ability-Friendly- Uni’ to celebrate ‘Best Practice’ in those universities which embrace diversity and to further encourage those universities which are only paying lip service to the values of empowerment and anti-oppressive action, by failing to:
1. Fully fund SpLD’s diagnoses.
2. Integrate student support into the setting up of placements for all students involved in professional training.
3. Have disabled student representation on all committees
4. In particular diversity and equality forae
5. Impact assess all their policies and procedures with disabled student representatives
6. Consider the impact of poor access arrangements for students with disabilities, including difficulties with mobility.
7. Have the ‘two ticks’ endorsement awarded by Jobcentre Plus to employers who have made commitments to employ, keep and develop the abilities of disabled people.
8. Endorsing and acting upon the Cabinet office Strategy,’ Improving the life chances of disabled people’.
9. Adopting the 10 Principles of Independent Living:(Source: Statewide Independent Living Council of Illinois)
1. A. Civil Rights – equal rights and opportunities for all; no segregation by disability type or stereotype.
2. B. Consumerism – a person as a consumer using or buying a service or product decides what is best for him/herself.
3. C. De-institutionalization – no person should be institutionalized (formally by a building, program, or family) on the basis of a disability.
4. D. De-medicalization – individuals with disabilities are not "sick," as prescribed by the assumption of the medical model and so not require help from certified medical professionals for daily living.
5. E. Self-help – people learn and grow from discussing their needs, concerns, and issues with people who have had similar experiences; "professionals" are not the only source of advocacy.
6. F. Advocacy – systemic, systematic, long-term, and community-wide change activities are needed to ensure that people with disabilities benefit from all the society has to offer.
7. G. Barrier-removal – in order for civil rights, consumerism, de-institutionalization, de-medicalization, and self-help to occur, architectural, communication and attitudinal barriers must be removed.
8. H. Consumer controlled– the organizations which support and assist people with disabilities include people with disabilities who govern, manage, staff, and operate organisations.
9. I. Peer role models – leadership for independent living and disability rights is vested in the disabled student.
10. J. Cross-disability – activities designed to achieve the first five principles must be cross-disability in approach, meaning that the work to be done must be carried out by people with different types of disabilities for the benefit of all people with disabilities.
10. Endorsing and acting upon the 1991 Paris principles for Comprehensive Human and Civil Rights in all areas of equality and diversity and other areas of human rights including the right to independent living.The Ten Principles of Independent Living are set out in the Cabinet Office Strategy Unit Analytical Report, Improving the life chances of Disabled People, June 2004, p.160, re:
Information/Peer Support/ Housing/ Equipment/ Personal Assistance/ Transport/ Access/ Income/ Education and Employment.

To applaud those universities and Colleges which enable students with disabilities and impairments to reach their full potential, treating students with respect and not acting in ways that demean students with impairments or disabilities.
Rosemary Rimmer-Clay

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