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12 Mart 2017 Pazar

Limits on learning to speak English like a native | Daniel Glaser

Is there a better way to judge who should live where and what belonging to a country really means? Something more enlightened than the permanent residency form that has provoked so much criticism recently. Sadly, a neuroscientific approach to how language marks you out as a recent arrival is unlikely to be any more forgiving. Although very young children respond equally to all languages, infants raised in a Japanese-only environment start to lose the ability to distinguish ‘l’ and ‘r’ sounds between six and 12 months old. English-speaking children get better at making the distinction.


Even if you learn a second language to a very high standard, you’ll never speak it like a native unless you were exposed to it by around the age of eight. This is mirrored by brain scans. Languages you learn after eight go into a subtly different area of the brain to those acquired earlier.


None of this suggests that we should include MRI scans in nationality tests. But it does show how hard we must work to implement modern and enlightened standards to determine who gets to live where.


Listen to this week’s podcast at theguardian.com/lifeandstyle/series/neuroscientist-explains



Limits on learning to speak English like a native | Daniel Glaser

21 Ocak 2017 Cumartesi

Hiring a carer for my mother was a huge learning curve, but help is available

It’s hard to pinpoint the moment we knew we needed to find carers to come and help my mother. That’s the nature of a progressive condition. Symptoms creep up on you, bringing new care needs just when you thought everything was working well.


After struggling with her balance for some time and suffering a series of falls, our mother, Jenny, was initially diagnosed with Parkinson’s around eight years ago in her mid-60s. As new symptoms presented themselves, the diagnosis was changed to progressive supranuclear palsy, which results in difficulty with balance, movement, vision, speech and swallowing.


Since then, my mother – already widowed at the time – my brother and I have tried to navigate the ins and outs of converting her home in Warwickshire and hiring home carers. Everyone’s circumstances are different and I realise we were very lucky in several respects: Jenny had savings and her teacher’s pension to cover some costs and her home was big enough to convert.


With that in mind, here is some of what we have learned along the way.


My mother is in the late stages of this awful condition and living at home with carers coming in from early morning until late at night. We employ four.


The first thing to do is seek advice from those with more experience. We’ve had help from specialist nurses, GPs and charities – specifically the PSP Association. Age UK was also a source of support for converting the house. My mother’s GP was able to point us to what help was available in terms of occupational therapists (for help with grab rails and the right bed), physiotherapists, speech therapists and nutritionists.


When it came to hiring carers, we initially employed some ladies via Age UK to come and do small jobs around the house that were a struggle for Jenny, such as ironing and cooking. When her dogs were still alive, the brilliant Cinnamon Trust set up a roster of volunteer dog-walkers.


As her condition worsened we looked to hire what are generally called “personal assistants”, or PAs – carers that come to your home.


Here again, it is worth looking for outside advice. Social services recommended we get help from a Warwickshire-based group called the Rowan Organisation, which also covers other counties. It has helped, for small fees, with recruiting PAs and with our payroll services. When advertising the roles, it advised us on what you can legally say in a job advert and at interview – for example, you can’t specify someone must be a non-smoker. We used its site and the Gumtree website to post job adverts. The payroll service provides payslips and calculates our tax and national insurance bill.


When directly employing carers, you need employers’ liability insurance to cover you if one of your employees gets ill or injured because of their work. You will need written contracts with each PA, you must adhere to national living wage rules and you may need to put them into a pension scheme under auto-enrolment rules.


When it comes to making a decision about who to hire, remember you will probably need weekend care as well as on weekdays. Carers, like all employees, are entitled to annual leave. Care hours can be unsocial, so you may want more than one carer and to share out the late shifts and weekends. Use the interviews to talk about this.


Carers may need keys to the house and will be alone with your vulnerable relative. So do the right checks and call their referees.


Finally, the costs of care at home are likely to rise with time, and while state support is available in some cases, in the form of continuing care, you cannot be sure you will qualify for it.


In short, there is quite a lot to consider – home care is not the cheapest option and it can all feel very overwhelming at times, leaving little emotional capacity to deal with the illness itself. But help is out there. My biggest takeaway from the whole process? Reach out to experts sooner rather than later.



Hiring a carer for my mother was a huge learning curve, but help is available

27 Temmuz 2016 Çarşamba

Where next for learning disabled people after discredited units close? | Saba Salman

Ben Davis, 20, was sectioned and admitted to an assessment and treatment unit (ATU) miles from his family home in south-west England. After eight months in the NHS-run unit in the south-east, Davis, who has autism and complex needs, was moved to a newly built flat near to his family following a campaign to get him out by his mother. He and his family hoped it would be a fresh start.


But, last week, after less than two months in his new one-bedroom flat, the support he was receiving broke down. The autistic young man, for whom stability and routine are vital, will now have to move again, this time into temporary accommodation while NHS and local authority care commissioners organise the next option.


Related: Why did Connor Sparrowhawk die in a specialist NHS unit? | Saba Salman


His mother, Catherine Davis, says one problem with the flat was that it was more like hospital than home, as reflected in her son’s initial reaction to the property. “He said, ‘it looks just like the unit’,” she says. On social media, she offers a stark summary of the situation: “They fail him, send him miles away, drug him, send him back damaged after eight months, to a mini-institution with pretty curtains”.


Davis, whose campaign to release her son from the assessment and treatment unit included a petition of more than 15,000 signatures, warns of “a steep learning curve” for care commissioners organising support for people after discharge from such units.


In her son’s case, she says, commissioners rejected his wish for a move back to his family home, deeming it unsustainable. She describes poor transition between the unit and flat, no recognition of the trauma caused by being locked away and the presence of fire alarms in the flat that sparked unsettling memories of the secure hospital unit. New-build glitches meant the alarms sounded frequently at night, fuelling the young man’s distress and panic-stricken calls home.


The government promised four years ago to move people from treatment and assessment units following BBC Panorama’s exposure of abuse at the privately run Winterbourne View. The preventable death of 18-year-old Connor Sparrowhawk, who drowned in a Southern Health trust unit in Oxfordshire three years ago, and the subsequent Justice for LB campaign, further fuelled demands for action and accountability over the treatment of learning disabled people. In October, NHS England and council leaders set out a £45m plan to close England’s last NHS hospital for people with learning disabilities, plus up to half the 2,600 beds in the units. But according to the latest government figures, in June more than 2,500 people were still languishing in such units. Family-led research published today highlights the problems for people, like Davis, who are leaving these facilities. The report, Avoiding Crisis – A Parent Survey on Support Needed, is published by parent-led network Bringing Us Together and support charity Respond. It includes the views of 29 families whose sons or daughters are in or have recently left ATUs and is part-funded by NHS England,and also involves family-led campaigners Seven Days of Action, who raise awareness of people stuck in these institutional settings.


It acknowledges “the success stories of young people coming back into their communities and being close to home”. But it adds: “It has become increasingly apparent that this desirable outcome is often very difficult to achieve.” And it warns that the precarious state of social care funding could affect the development of new, community-based support.


An accompanying but separate survey of 88 families in 54 areas across England that accompanies the report reveals inconsistencies in advice for people during crises, such as being sectioned. Nearly half the families say they were not given advice on where to get help. This is despite the Care Act in 2014 obliging councils to provide information so people can make decisions on care.


Other problems include hostile relationships between families and the “responsible clinician” – psychiatrists authorising admission and discharge. In addition, parents feel sidelined by professionals. They worry that there is no recognition of possible post-traumatic stress disorder after time in units. One relative suggests: “They go in with autism and come out with personality changes, mental health issues, poor physical health issues, weight issues, no education and with post-traumatic stress disorder.”


The report underlines how people are often discharged without the person-centred planning designed to boost choice in support. Also, as in Davis’s case, their new accommodation feels eerily similar to the hospital. A parent comments: “Individuals returning to the community are given a flat which is often impersonal, with little thought given to their sensory needs. Bare walls, windows you can’t see out of.”


Katie Clarke, the executive director of Bringing Us Together, says: “There’s no pathway for parents and families, there’s a lack of support immediately on discharge … people are desperate for information and advice.”


Solutions in the report include ensuring that transition plans are thorough, that independent advocates are available to support the family at meetings, and that there are properly pooled health and council budgets to enable quicker discharge from health-funded units into council-funded community-based housing.


Related: People with learning disabilities are still not recognised as fully human | Sara Ryan


Mark Griffiths, who has Asperger’s, moved back to his family home in the north-east after a mental health crisis in 2010 led to several months in a unit 200 miles away. His experience, although arduous, seems like a comparative success story. Care commissioners proposed transferring Griffiths to residential care but his mother, Hazel, with the help of two specialist solicitors, won the argument that he should be moved back home. Initial support from a home-based care provider failed as staff changes undermined Griffiths’ need for routine.


Hazel Griffiths is now her 31-year-old son’s full-time carer, with a charity offering four hours support a week. She says: “We managed to find professionals who were sincere – it took a long time to trust again.” Griffiths works with her local NHS trust, Tees, Esk and Wear Valleys, encouraging people, families and professionals to collaborate in care. She acknowledges this is unusual. “The system seems so disintegrated,” she says.


Closer working between health and councils is vital, says Gary Bourlet, founder of self-advocacy group Learning Disability England. “It’s not just health and social care but also social housing, [and money should go] into one pot.” He adds of professionals: “They’re not listening to people and not giving them choices.” Bourlet suggests that funding from closed units be spent on specialist learning disability nurses.


An advocacy-led approach would create emotional and practical support for people leaving units, says Respond chief executive Noelle Blackman, who worked on the research.


Bringing us Together and Respond run Justice Together, a project uniting parents and professionals wanting decent support for families in crisis. Blackman suggests a helpline where specialist advisers offer advice on discharge and transfer and offer counselling sessions. Advisers can suggest human rights solicitors, local advocates or independent specialists to create person-centred plans for an active life in people’s home areas. Families can, says Blackman, dip in and out of this “justice circle” as needed: “We’d give them a path to follow when everything feels so overwhelming.”


While Blackman welcomes the national plan to close assessment and treatment facilities, she warns: “There’s good stuff being written … but the reality – translating it on to the ground – is miles away.”


Dominic Slowie, NHS England’s national clinical director for learning disability, says the momentum on transfer is growing. He anticipates change “over the coming months and years” as areas implement plans for community-based housing, care and advocacy. Slowie adds: “It is crucial that the views of patients and families with lived experience of services are central to the continued development of these plans by councils and local NHS bodies, and of course we will continue to engage nationally with organisations like Bringing Us Together to ensure this is the case.”


Back in the south-west, Ben Davis is in limbo. Such words offer little reassurance for Catherine Davis, who desperately worries about her son’s future. As she says, “just getting someone out of an assessment and treatment unit is not where it ends”.


Some names and details have been changed



Where next for learning disabled people after discredited units close? | Saba Salman

26 Temmuz 2016 Salı

Learning to love my small penis – Close Encounters sex podcast

Alix Fox is on a mission to get Britain talking openly and constructively about sex, one person at a time. In this third edition of Close Encounters, our series of podcasts about real, revealing and revelatory stories of sex and relationships, we meet Ant, who tells how it’s taken him a long time to appreciate his body, and how he’s now attempting to make the rest of the world embrace theirs, too.


Not long ago, Ant wrote and performed a poem about living with a small penis that got the media talking about male body image, and led thousands of other men to offer their support. Now he’s using that momentum to build even grander projects. Find out what Ant is up to at the moment at antsmith.net.


Share your story: if you have a question about what you’ve heard, or want to share a tale about your own encounters, email us in confidence at closeencounters@theguardian.com.


  • A Rethink Audio / Guardian production. Close Encounters’ end theme, Bells, by Secret Circuit, is available now on Emotional Response.


Learning to love my small penis – Close Encounters sex podcast

3 Mart 2014 Pazartesi

Amplify"s Middle College Articles Makes Learning Search Beautiful

Amplify just unveiled their digital ELA curriculum for grades 6, 7, and eight. Here’s a 1st appear for those of you who aren’t at SXSWedu.


“It took a lengthy time in gestation since it is in contrast to anything anybody has ever accomplished in public education,” explained Joel Klein, CEO of Amplify and former chancellor of New York City Department of Training. “This is not some previous wine in a new bottle, like a digitized textbook with a handful of animations,” he stated. “We’ve brought with each other world-class instructional resources, rich multimedia and a potent analytics engine that will transform the way teachers teach and students find out.”


Amplify is greatest acknowledged for the orange tablets that they unveiled at final year’s SXSWedu, but this curriculum is not hardware certain. It will operate on non-Amplify gadgets and it will be offered for $ 45 per student. The press release is fast to include that this cost includes an e-library of more than 300 books and a assortment of video games that students can play outdoors of college (the games are truly slick. Go through my preceding report here).


Klein emphasized that this is not about display-primarily based instruction with a robot avatar. “The instructor is the important deliverer of the articles,” he stated prior to supplying three motives why he believes this is the “right time” for new interactive learning resources.




  1. The availability of devices. Schools are swiftly adopting digital units, but that does not indicate there’s sufficient learning material offered.




  2. Much more new teachers are young digital natives. Which presumably signifies they feel more comfy with digital equipment in the classroom.




  3. “This total point of the widespread core.” Klein is not the only large profile person in education I know who believes that achieving the common core requirements will be extremely really tough with no adopting new digital tools.




Amplify’s new curriculum is “built on top of an training-friendly analytics engine that is designed to support students go through 3 times more and compose 3 times a lot more, as nicely as to aid teachers provide students 3 instances far more meaningful suggestions.”


“This is about teaching and studying,” Klein explained.


The Amplify ELA curriculum is gorgeous. It sports activities really amazing graphics, dramatic readings, and top notch creating. Aesthetics were plainly a priority right here. It seems to be excellent.


I haven’t noticed sufficient of it to evaluate the articles or the pedagogy as a complete. But it is clear that the folks at Amplify are putting a good deal of considered into what understanding components would search like if built from the ground up at a time when tablets and chromebooks are ubiquitous. The lessons are multimedia and the production top quality is exceptional.


I have to admit that I’m pretty excited to see the total curriculum. What may possibly happen to schooling when college materials have manufacturing qualities comparable to mainstream media’s?


We all still have tons of concerns about educational technologies in basic and Amplify in specific. For illustration, what do we make of Amplify as a News Corp Information Corp firm, do they belong in classrooms? Is there sufficient evidence, investigation, or information showing that one-to-1 gadget implementation is a good thought? When digital studying platforms employ complex personalized analytics, how do we defend student privacy? There are several a lot more. I’ve covered a lot of these concerns in the past and I’ll continue to cover them in the potential. But not today.


For now, I’ll just offer some screenshots from Amplify’s curriculum for individuals of you who are interested in getting a sense of the appear and truly feel.


Also, be certain to verify out the video at the end–a teaser for Amplify’s cinematic reading of Edgar Allen Poe’s “The Raven”–my kids (6 and 8 years outdated) located it enthralling. Poe was by no means this entertaining when I was a kid.


7thGrHomeScr2Analytics2Analytics


Jordan Shapiro will be speaking at the Global Education And Capabilities Forum in Dubai (March 15-17) about game-based studying, educational technologies, and the future of finding out. 



Amplify"s Middle College Articles Makes Learning Search Beautiful