Beruflich Dokumente
Kultur Dokumente
My Dear Students: last class we dealt with a video called Living with ADHD. We watched
the video and discussed what was shown. I am sending you the link to watch it online (for
those of you who did not attend) and some notes I took while watching it which will guide
you through the video. I am also posting the link for the second video and my notes from it.
This second video is in Spanish and it is about family stereotypes. I hope you can watch it
and relate to what it describes and agree or disagree with the ideas and stereotypes
portrayed. Both videos are going to provide you with ideas and vocabulary to discuss and
argument your point of view for the oral part in the final exam. You DO NOT have to answer
any question yet, even if you see them in the notes.
AS regards the book, I would like you to start working with unit 5 from the Student and
Workbook.
http://www.dailymotion.com/video/x22698p_bbc-horizon-2005-living-with-adhd_shortfilms
It Is a neurobiological condition.
Jasmin and James
Their mum tends to ignore some of their behaviour.
Throw things at people, hit them, curse, spit.
James feelings after the locking him out event.
They have talents. James likes football.
They get so much negativity everyday that positive feedback is very good.
Jasmine is very creative. She is good at drawing.
Jasmine had very low self esteem.
Family stereotypes
https://www.youtube.com/watch?v=DDF4UCLBEM4
Families.
The importance of the family
Families are not democracies. Someone gives an order and someone obeys
We ask our children what they want to eat or what they want to do in order to be
entertained.
We generate an insecure generation.
Limits are good and rules must not be negotiated. Timetables and schedules are essential.
Do parents yell at home? Why. Because we do not want to move to another place.
Parents yell and children yell as well in order not to move.
This in time will reduce stress in the family.
Parents repeat the same order more than once.
Parents in the old days did not negotiate and therefore they did not raise manipulators.
Parents take authority from each other.
Children know who to ask for money or permission.
Parents do not assume that their children are bad but have bad classmates or bad
influences.
Children manipulate adults
We were afraid of our parents and now we are afraid of our children.
Parent should not be friends with their children.
If we are having lunch we should use a tablecloth and set the table every time. Do not let
them watch tv or use the cellphone. Do not let them leave until we have finished. We do not
talk to each other anymore. We should use the time spent together during lunch or dinner to
talk to our family about our day or anything that is going on in our lives. Having a
conversation during a meal is something we only see in the movies. Children do not know
how to maintain a conversation these days.
This generation cannot utter complete sentences. They do not know how to face people and
have a chat or discussion. They cannot support a point of view.
The screen is keeping us from seeing each other.
Spending time with each other is what makes a family.
Knowing how to communicate is a teaching only families can teach.
We do not thank for things anymore. We assume people have to do things for us, specially
our parents.
We have a high consideration for bad tempered people. We try to minimize that one who is
always happy or laughing. It is not logic to be happy and be intelligent.
We criticize those who are happy or laughing. We tell them that they are going to be
unhappy soon. If you are in love you should enjoy because it won't last.
We give bad news to pregnant women.
We always find a but
We do not assume our faults.
1. Nobody can be happy if they don't decide to be so. Example ex laugh cry. No matter how
many problems you have, you can choose to be happy and resist those who would try to
stop you from being so. If we teach our children that they are responsible for what they do
and most of what happens to them, we will create responsible humans. They will know how
to solve conflicts. Children do not negotiate conflicts. They are extremists. Example cheese.
Every act has consequences. Children who are not bored are not creative. We give our
children things to distract them in order to keep them busy. We do not teach them social
skills. Adolescents do not know how to have a good time without external factors. Example
boredom. We must help our children develop their will power. 80 % of all the problems in
children's lives happen because they have too many things.
2. Be thankful. We learn to thank by watching our parents thank. All the small things that
happen to us, that we have, the things we give for granted should be thanked for. If thank
you is not part of the vocabulary of a family we cannot expect to hear it. We yell at our loved
ones but respect strangers.
3. We must value what we have. Our status is what limits our capacity to be happy. We work
hard to try to buy things that do not really make us happy and we complain that we have to
spend more time working to pay for those things. Example smart tv. How much time do we
waste trying to have possessions? How much time do we give to those we love?
We came to this world to do three things: to learn to love, to leave a mark, and to be happy.
We teach our children that we work in order to get money to buy things. We teach that
sacrifice and effort are worthless because we can get the same thing without trying hard. We
complain about everything. Women complain of having to do everything in the house. Do
member of our families really know how much we love what we do for a living?
Our children do not see us happy and therefore they have a bad concept of marriage.
Children learn what they see not what they are told.
Life is not easier if you have more money.
Love ties are stronger than what you think. When a family can get together as a unit they
find harmony and strength.
We do not care for our looks when at home. We should try to be pretty for the members of
our family. We try to look good for strangers who we do not know or care and who do not
make us happy.
We should be happily tired after a long day feeling that we have given everything from
ourselves.
Children want to belong to a group because they feel they do not belong to their family.
We cannot make a profit unless we do not invest.
We must look after our family because we are loosing them. Love is like a business; we must
spend time looking after it or else, it will go bankrupt. We should spend time with our family
members. We should ask them if they are happy with the family they have.
A good husband or a good wife is something we make. We should construct a good day.
We learn from bad things and enjoy good things.
People laugh at us if we express our feelings openly. Expand
It is easier to administrate medicine instead of finding the reason of the ailment.
If we allow our children to be violent we are contributing to create a violent generation.
School violence has to do with the regular idea that violence is acceptable because we learnt
it at home. If we let them do something illegal we are teaching them that crime is ok as long
as we are not caught. We are teaching them to steal, cheat, take advantage in a bad way.
Example motorcycle and cars. The inconsistency is in ourselves not in our children.
We should teach children to be able fight for their dreams, to live a life on their own, and be
capable of solving everything they may face.
Los alumnos que se presenten a rendir como libres, tienen que escribir sobre uno de los
siguientes temas, luego hacer una presentacin oral y poder responder las preguntas que el
profesor formule de cualquier tema del Programa de la Materia:
1.- Edad media en Inglaterra. Romanos en las Islas y en Europa Occidental. Los primeros
pobladoes de las Islas. Dinastas Britnicas (los Normandos). Las Cruzadas. La 3ra Cruzada.
Richard, the Lion Heart. Salahedim. Literatura: Beowolf (gnero y breve descripcin). The
Canterbury Tales. Geoffrey Chaucer.
The number diagnosed with ADHD (attention deficit hyperactivity disorder) has soared in the past two decades to between two
and five per cent of school-age children in the UK
A ADHD is a combination of symptoms that present behavioural and learning challenges, according to
Mark Mathews, founder of the Sunflower Trust (sunflowertrust.co.uk), which specialises in treating
children with similar problems.
The number diagnosed with ADHD has soared in the past two decades to between two and five per cent of
school-age children in the UK.
Many experts believe the controversial drug Ritalin, a central nervous system stimulant akin to
amphetamines, is used excessively.
According to national guidelines (nice.org.uk), ADHD should be treated with psychological, behavioural
and educational help.
As a teenager Mathews overcame dyslexia, which had caused him to be expelled from school. He went on
to gain a degree and later studied osteopathy, kinesiology, nutrition and neurolinguistic programming. In
1996, he set up the Sunflower Trust, which successfully uses these therapies to help children with
problems similar to his own.
Mathews believes these difficulties are essentially a result of neurological confusion stemming from the
environment we live in: In these days of fast food, fast living and quick fixes, its little wonder many
children struggle to cope with the demands of life, let alone school.
He recommends you adopt these simple measures, which actually apply to every child:
Give him natural unprocessed foods, with few sugary snacks and fizzy drinks, plus lots of water.
Make sure he gets enough sleep, allowing wind-down time before bed.
Set time limits on using digital media and keep it out of his room.
Show him how to look into peoples eyes to pick up the subtleties of body language and facial
expression.
Encourage him to do sports and join him in outdoor hobbies.
Play games that involve concentration, memory, strategic thinking, maths and dexterity, such as cards,
chess and puzzles.
If possible, organise for him to take up music, art, crafts or practical skills such as cooking.
Encourage him to read and also read to him choose stories with a positive message, such as A Dog
Called Flow by Pippa Goodhart (Troika Books, 5.99*).
Praise him for being the unique person he is with his own special qualities.
Above all, give him your time.
Dog Called Flow by Pippa Goodhart (Troika Books, 5.99*).
Praise him for being the unique person he is with his own special qualities.
Above all, give him your time.
Programme summary.
Programme transcript
The Hills
Brian and Eleanor Hill think that Liam, their five-year-old son, could
have ADHD. He is fearless, impulsive and rarely does what he is
told. He is constantly on the go and Brian and Eleanor cannot take
their eyes off him for a minute. They have tried all the conventional
parenting techniques to control him, but nothing works. Eleanor
feels she has been driven to the very edge by her son's behaviour. "I
never thought I could dislike a child so much," she says.
The Fishers
In Charlotte Fisher's household, ADHD is normal. Both she and her
children, Jazmine (11) and James (7), have already been diagnosed
with it. All three show the classic symptoms of this neurological
condition - inattention, hyperactivity and impulsiveness. The result is
a household with extremes of behaviours, chaos and
disorganisation.
Scientists believe that people with ADHD behave the way they do
because they have key differences in the frontal lobes of their brains
- the part that plays an important role in the way that we control our
impulses. People with ADHD have difficulty suppressing their
impulses and therefore respond to more cues than the average
person. Rather than failing to pay attention, they pay attention to
everything. This means they're often overloaded with information
they cannot filter out. These people are unable to stop and think
about a situation, to 'apply the brakes' and consider the
consequences before they act.
In spite of the difficulties that they face, the Fishers are a happy
family and proud of who they are and what they can achieve. Both
Jazmine and James have impressive talents. James shows great
promise at football and has recently won a place at a local football
school of excellence. Jazmine has an exceptional artistic ability. She
has won a number of prizes for her intricate drawings and delicate
water colour paintings.
Undiagnosed ADHD
The Fishers have not always had such a positive outlook on life. Just
three years ago, before any of them were diagnosed, life was very
different. James was extremely hyperactive and had violent and
aggressive tendencies. Jazmine was hyperactive too, she had
problems concentrating at school and suffered from extremely low
self-esteem. Like many children who are diagnosed with ADHD,
Jazmine's condition was made much worse by the presence of
another condition - or co-morbidity - running alongside the ADHD.
In Jazmine's case the co-morbid condition was dyslexia.
She left with few qualifications and started to take drugs. Like many
adults who have been diagnosed with ADHD, Charlotte believes that
her drug taking was a form of self-medication. She found that
stimulant drugs like cocaine had an unusual affect on her - they
actually calmed her down. But these drugs were addictive and made
her ill too. They also didn't help with the bouts of severe anxiety
that she had suffered all her adult life.
Once she had recognised her own condition, Charlotte was able to
seek the help she so desperately needed. But there are only two
adult ADHD NHS clinics in the UK and she had to wait a year for an
appointment. Finally, at the age of 30, she was diagnosed and
treated for the condition - and able to turn her life around.
Medication
Charlotte, James and Jazmine now all take methylphenidate, a
stimulant drug most commonly known by the brand name Ritalin.
Methylphenidate helps to control some of the core symptoms of
ADHD. It works mainly by increasing available levels of the chemical
dopamine in the affected areas of the brain. This helps to modify
their levels of hyperactivity, impulsivity and sustained attention.
The Diagnosis
With the Hills family at crisis point, Brian and Eleanor feel that their
lives are anything but normal. But help is at hand, Liam has been
seen by doctors at his local Child and Family Mental Health Unit. For
six months the ADHD team led by Community Paediatrician Dr Saroj
Jamdar have worked closely with the family. A detailed report of
Liam's behaviour since birth has been complied with information
from his parents and his school. Independent classroom
observations have been carried out and a thorough medical report
has ruled out any physical ailments.
With all this information now in place, Liam can be given a diagnosis
of mild ADHD and oppositional defiant disorder.
For both the Fishers and the Hills there is no quick fix. But with the
right support, children and adults with ADHD can control their
symptoms and lead happy and fulfilled lives.
Further reading:
Out of the Fog, Treatment Options and Coping Strategies for Adult
Attention Deficit Disorder by Kevin R. Murphy and Suzanne Hill,
Hyperion Books
ios ,a Mara reyna de los ngeles y a estos para que me ayuden y me guien
Glottal stop
From Wikipedia, the free encyclopedia
This article is about the sound in spoken language. For the letter, see Glottal stop (letter). For
consonants followed by superscript , see Glottalization.
The glottal stop is a type of consonantal sound used in many spoken languages, produced by
obstructing airflow in the vocal tract or, more precisely, the glottis. The symbol in the International
Phonetic Alphabet that represents this sound is . Using IPA, this sound is known as a glottal
plosive.
In English, the glottal stop occurs as an open juncture (for example, between the vowel sounds
in uh-oh!, in "grade A" as opposed to "gray day",[1]) and in T-glottalization. For most US
English speakers, a glottal stop is used as an allophone of /t/ between a vowel and "m" (as in
atmosphere or Batman) or a syllabic "n" (as in button or mountain) except in slow speech.[citation
needed]
In British English, the glottal stop is most familiar in the Cockney pronunciation of "butter" as
"bu'er".
Contents
[hide]
Features[edit]
Features of the glottal stop:
It is an oral consonant, which means air is allowed to escape through the mouth only.
Because the sound is not produced with airflow over the tongue, the central
lateral dichotomy does not apply.
The airstream mechanism is pulmonic, which means it is articulated by pushing air solely
with the lungs and diaphragm, as in most sounds.
Road sign in British Columbia showing the use of 7 to represent // in the Squamish language.
In the traditional Romanization of many languages, such as Arabic, the glottal stop is transcribed
with an apostrophe, , and this is the source of the IPA character . In many Polynesian languages
that use the Latin alphabet, however, the glottal stop is written with a reversed apostrophe,
(called okina in Hawaiian and Samoan), which, confusingly, is also used to transcribe the
Arabic ayin and is the source of the IPA character for the voiced pharyngeal fricative .
In Malay the glottal stop is represented by the letter k, in Vro and Maltese by q.
Other scripts also have letters used for representing the glottal stop, such as the Hebrew letter aleph
, and the Cyrillic letter palochka used in several Caucasian languages. In Tundra Nenets it is
represented by the letters apostrophe and double apostrophe . In Japanese, glottal stops occur
at the end of interjections of surprise or anger, and are represented by the character .
In the graphic representation of most Philippine languages, the glottal stop has no consistent
symbolization. In most cases, however, a word that begins with a vowel-letter (e.g. Tagalog aso,
"dog") is always pronounced with an unrepresented glottal stop before that vowel (as also in
Modern German and Hausa). Some orthographies employ a hyphen, instead of the reverse
apostrophe, if the glottal stop occurs in the middle of the word (e.g. Tagalog pag-ibig, "love";
or Visayan gabi-i, "night"). When it occurs in the end of a Tagalog word, the last vowel is written
with a circumflex accent (known as the pakupy), if both a stress and a glottal stop occurs at the final
vowel (e.g. bas, "wet"); or a grave accent (known as the paiw), if the glottal stop occurs at the
final vowel, but the stress occurs at the penultimate syllable (e.g. bat, "child").[4][5][6]
Some Canadian indigenous languages have adopted the phonetic symbol "" itself as part of their
orthographies. In some of them, it occurs as a pair of uppercase and lowercase characters, and .
[7]
Sometimes the number symbol 7 is used if the character is not available to the typesetter, and in
some cases such as in the Squamish language, the 7 has become the preferred symbol.
In 2015, two women in the Northwest Territories challenged the territorial government over its
refusal to permit them to use the character in their daughters' names: Sahaia, a Chipewyan name,
and Sakaeah, a Slavey name (the two names are actually cognates). The territory argued that
territorial and federal identity documents were unable to accommodate the character. The women
registered the names with hyphens instead of the , while continuing to challenge the policy.[8]
Use of the glottal stop is a distinct characteristic of the Southern Mainland Argyll dialects of Scottish
Gaelic. In such a dialect, the standard Gaelic phrase Tha Gidhlig agam (I speak Gaelic), would be
rendered Tha Gidhlig a'am.[citation needed]
Occurrence[edit]
This table demonstrates how widely the sound of glottal stop is found among the world's spoken
languages. It is not intended to be a complete list. Any of these languages may have varieties not
represented in the table.
See Abkhaz
Abkhaz [ aj] 'no'
phonology.
Adyghe I [ a] 'arm/hand'
See Arabic
Standard[9] [ a a ni ] 'songs'
phonology, Hamza.
'clock/watc
Assyrian Neo-Aramaic [s t]
h'
See Cantonese
Cantonese /oi3 [i] 'love'
phonology.
Chinese
Wu [i.ti.l] 'superb'
Received
[]
Pronunciation
uh-oh 'uh-oh'
American [o]
Australian
[k(t)]
English GA
cat 'cat'
Allophone of /t/.
Estuary [k]
See glottalization and
English phonology.
Cockney[12] [k ]
n[bn] (h
RP[13] and GA button 'button'
elpinfo)
See Esperanto
Esperanto scii [st tsi.i] 'to know'
phonology.
See Finnish
Finnish linja-auto [linjuto] 'bus'
phonology.
See Hawaiian
Hawaiian[14] eleele [ll] 'black'
phonology.
Hyphen when
'bland
Iloko nalab-ay [nalabaj] occurring within the
tasting'
word.
Allophone
Indonesian bakso [bso] 'meatball' of /k/ or // in the
syllable coda.
Allophone
Javanese[15] anak [n] 'child' of /k/ in morpheme-
final position.
Allophone of
final /k/ in the syllable
Malay tidak [tid] 'no' coda, pronounced
before consonants or
at end of word.
'black
Mutsun tawka'li [tawkali] Ribes divaricatum
gooseberry'
Transcription (or
Nheengatu[17] ai [ai] 'sloth' absence thereof)
varies.
See Persian
Persian [mani] 'meaning'
phonology.
'sickness/ill
Samoan mai [mai]
ness'
Some dialects
of Barbagia
Sardinian Intervocalic allophone
luna [lua] 'moon'
[citation needed]
of /n, k, l/.[citation needed]
Some dialects
of Sarrabus
Optionally inserted
between vowels
/ i across word
Serbo-Croatian[22] [i enndnaa] 'and then'
onda boundaries.[22] See Ser
bo-Croatian
phonology
Seri he [] 'I'
'uncle/aunt'
(father's
Thai [a]
younger
sibling)
'to eat'
Wagiman jamh [ta m]
(perf.)
'life'
Wallisian ma'uli [mauli]
Questions to consider:
1_What's the difference between Phonetics and Phonology?
2_ What's the concept of vowel sounds: pure vowels, glides,
phonologically and phonetically speaking (in respect to their
production, articulation).
3_ How do we describe the articulation of vowel sounds? Two
aspects to consider: quality and quantity.
4_ How are consonants described? Remember we name them
considering three aspects, manner, place and voice in their
articulation.
5_ How can you explain what the glottal stop is? Bare in
mind that British English and American English use them in
different articulatory contexts.