are only in to look at layout-->Tate's latest corporate tie-in hit by UK Uncut protesters.
As predicted on Spoonfed at the start of the week, yesterday saw the launch of the new corporate partnership between Tate and Vodafone severely undermined by political action group UK Uncut.
The tie-in between London's most famous art institution and everyone's favourite phone provider was supposed to commence with an online discussion about apps for museums and other cultural institutions. But after a call to action on the UK Uncut website and Facebook page, Tate Debate quickly became inundated with comments regarding Vodafone's alleged non-payment of a £6billion tax bill.
Very quickly, the voice of the blog's manager, Kirstie Beaven, was drowned out by unwanted comments as her pleas for people to “keep posts on topic” proved in vain. Eventually the communications team began deleting comments that referred to Vodafone, which led to such observations as “We can post them quicker than you can delete them Kirstie” and a game of cat and mouse as UK Uncut commenters began their posts by ostensibly talking about apps before going on to criticise Vodafone and Tate.
By about 4.30pm Tate introduced a moderating system to veto “off-topic" comments, although none of the offending posts were really in contradiction with Tate's own commenting guidelines. At the time of writing, some criticism still remains, but most has been erased.
This sabotage is the latest action from UK Uncut, who have already staged sit-ins at Vodafone stores in protest against the company's alleged non-payment of a £6 billion tax bill, and being let off by Dave Hartnett, the big boss man at Her Majesty's Revenue and Customs, despite, according to Private Eye, advice to the contrary from HMRC's own lawyers.
It's also the lastest protest against Tate, who have been extensively criticised by a range of groups for their ongoing relationship with oil giants BP.
Click here to see what's on at Tate Modern.
Click here to see what's on at Tate Britain.Return to Spoonfed's London Art homepage.
Friday, 29 July 2011
UK Uncut ambush launch of Vodafone-sponsored Tate Debate on Spoonfed - Things to do in London
Amnesty International: Mounting fears for Bahraini teachers held after protests | Bahrain Center for Human Rights
Amnesty International: Mounting fears for Bahraini teachers held after protests
Submitted by admin on 27. July 2011 - 20:49. -->
Left: Jalila al-Salman and Right: Mahdi ‘Issa Mahdi Abu Dheeb27 July 2011
Bahrain’s authorities must immediately release two teachers held since they led a strike in March if they are being held solely for their involvement in peaceful protests, Amnesty International said today amid claims one of them was tortured.Jalila al-Salman and Mahdi ‘Issa Mahdi Abu Dheeb were among several board members of the Bahrain Teachers’ Association (BTA) arrested in Manama after the group called for a teachers’ strike amid wide-scale pro-reform protests in March.
Their colleagues have since been released, but the two – the group’s former president and vice-president – are still facing trial on charges that include “inciting hatred against the regime” and “calling to overthrow and change the regime by force”.
“None of the statements made in relation to the teachers’ strike advocated violence of any kind. If these teachers are being held solely because they led a peaceful demonstration, they must be released immediately,” said Malcolm Smart, Amnesty International’s Middle East and North Africa Director.
“We are very concerned about reports that Jalila al-Salman was beaten in custody – Bahraini authorities must immediately set up a full, impartial and independent investigation into these allegations and bring to justice anyone found responsible.”
Following the unrest in Bahrain in February and March, the Minister of Human Rights and Social Development dissolved the BTA’s board and replaced them with government appointees.
More than 40 security officers raided Jalila al-Salman’s house in Manama on 29 March. At first, she was reportedly taken to the Criminal Investigations Directorate and held in solitary confinement and subjected to beatings for about a week.
She was then transferred to a detention centre in ‘Issa Town, just south of the capital, where she remains. Her family learned of her whereabouts two months after her arrest, but have only been allowed to visit her on two occasions, under strict surveillance.
Both Jalila al-Salman and Mahdi ‘Issa Mahdi Abu Dheeb appeared before a military court several times in June before their cases were transferred to a civilian court and postponed until further notice.
According to local human rights organizations, many teachers and members of the BTA were detained, harassed and tortured or otherwise ill-treated for their participation in protests earlier this year.
Hundreds of people across Bahraini society have been detained since mid-March, when authorities cracked down on pro-reform protests. Scores of detainees, including medical professionals and prominent opposition activists, were brought before military courts for leading the protests and in some cases calling for a change of government.
Roula al-Saffar, the head of the Bahrain Nursing Society, has been held for more than 100 days and is the only other woman besides Jalila al-Salman who is still being detained in relation to the protests. She is among a group of health professionals accused of committing felonies during the protests, including theft of medicines, stockpiling arms and giving anti-government statements to the media – accusations that they strongly deny.
“Bahrain’s authorities must release all detainees who are still being held merely for exercising their legitimate right to freedom of expression during protests earlier this year,” said Malcolm Smart.
“Anyone charged with an internationally recognizable criminal offence must be promptly given a fair trial in a civilian court and without resort to the death penalty.”Document - Bahrain: Teachers arrested for striking in Bahrain
UA: 227/11 Index: MDE 11/040/2011 Bahrain
Date: 26 July 2011 Date: 14 January 2011URGENT ACTION
teachers arrested for striking in bahrain
The former president and vice-president of the Bahrain Teachers ’ Association (BTA) have been detained since the end of March . They are now facing trial and Amnesty International believes they are likely to be prisoners of conscience .Jalila a l - Salman and Mahdi ‘ Issa Mahdi Abu Dheeb, together with several other board members of the BTA, were arrested in March and April 2011. While their colleagues were released, they were brought to trial before the National Safety Court of First Instance (a military court) on 15 June on charges which include “inciting hatred towards the regime”, “calling to overthrow and change the regime by force”, “calling on parents not to send their children to school” and “calling on teachers to stop working and participate in strikes and demonstrations”. After further hearings on 22 and 29 June - their trial was transferred to a civilian court and postponed until further notice.
Jalila al-Salman’s house in Manama was raided on 29 March by more than 40 security officers. She was reportedly taken to the Criminal Investigations Directorate (CID) in Manama where she remained for about a week during which she was reportedly beaten, including with objects, and held in solitary confinement. She is believed to have been transferred to the custody of the military and held there for around two months, before being transferred again to a detention centre in ‘Issa Town in Bahrain, where she is currently held. Jalila al-Salman’s family were not aware of her whereabouts until soon after her transfer to the detention centre in ‘Issa Town and have only been allowed to see her there on two occasions. The second of these visits was on 16 July, and was under very strict surveillance.
Amnesty International has reviewed statements issued by the BTA. One of them, published on 13 March, called on teachers and employees of the Ministry of Education to go on strike, and on parents not to take their children to school during large-scale demonstrations in Bahrain. Amnesty International has also listened to speeches delivered by Mahdi ‘Issa Mahdi Abu Dheeb that made similar appeals. It has, however, seen no evidence that either of them advocated violence of any kind in these or other activities. Consequently, although the organization does not have the full details of the evidence presented so far in the trial, it believes that they are likely to be prisoners of conscience detained solely for exercising their legitimate rights to freedom of expression, association and assembly as leading members of the BTA.
Please write immediately in English or Arabic :
Expressing concern that Jalila al-Salman and Mahdi ‘Issa Mahdi Abu Deeb are being detained solely for exercising their rights to freedom of expression, association and assembly as leading members of the BTA and calling for their immediate and unconditional release if this is the case;
Urging the authorities to protect them from torture or other ill-treatment and immediately set up a full, impartial and independent investigation into the alleged ill-treatment of Jalila al-Salman, to make its results public, and bring to justice anyone responsible.
PLEASE SEND APPEALS BEFORE 2 SEPTEMBER 2011 TO :
King
Shaikh Hamad bin ‘Issa Al Khalifa
Office of His Majesty the King
P.O. Box 555
Rifa’a Palace, al-Manama, Bahrain
Fax: +973 176 64 587
Salutation: Your MajestyPrime Minister
Prince Khalifa bin Salman Al Khalifa
Prime Minister
Office of the Prime Minister
P.O. Box 1000, al-Manama, Bahrain
Fax: +973 175 33 033
Salutation: Your HighnessMinister of Justice and Islamic Affairs
Sheikh Khalid bin Ali Al Khlaifa
Ministry of Justice and Islamic Affairs,
Shaikh Khalid bin Ali bin Abdullah Al Khalifa
P.O. Box 13, al-Manama, Bahrain
Fax: +973 175 31 284
Salutation: Your ExcellencyAlso send copies to diplomatic representatives accredited to your country.
Please check with your section office if sending appeals after the above date.
URGENT ACTION
teachers arrested for striking in bahrain
ADDITIONAL INFORMATIONAfter the February-March 2011 unrest in Bahrain, the Minister of Human Rights and Social Development dissolved the board of the BTA and other associations and substituted the board members by government-appointed members. Local human rights organizations have reported that many teachers and members of the BTA have been subjected to torture, detention and harassment for their participation in peaceful protests. All teachers have reportedly been released except the two mentioned above.
Hundreds of people have been detained in Bahrain in connection with anti-government protests since mid-March when Bahraini armed and security forces crushed the protests. Scores of detainees, including medical doctors and prominent opposition activists, were brought before military courts for leading the protests and in some cases for calling for regime change. On 29 June the King of Bahrain issued a decree transferring all cases being examined by military courts to ordinary civilian courts.
Name: Jalila al-Salman and Mahdi ‘Issa Mahdi Abu Dheeb
Gender m/f: Jalila al-Salman - female
Mahdi ‘Issa Mahdi Abu Dheeb - male
UA: 227/11 Index: MDE 11/040/2011 Issue Date: 26 July 2011
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This is a new P.A.N.I.C and is in no way connected to the old P.A.N.I.C (Parents Against Negative Intervention of CYFS) group. We were formed in 2011 as P.A.N.I.C (Positive Answers Needed In Crisis), which means we are a support group for those in all situations needing support and guidence.
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P.A.N.I.C is NOT about adding to the stress of individuals who find themselves in the whirlpool of dishonest organisations. We do NOT feed into the negative but help individuals untangle and find the strength needed. We offer support and practical advice and if we do not have the answer we will do all we can to find out or put you on the right track to solutions.
P.A.N.I.C as it grows will give a list of lawyers and other professional services with experience in cases like yours. Links to other support groups or services that may also be of help. Our aim is to help you help yourself.
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P.A.N.I.C in person, as we grow we hope to have support people trained in offering you one to one, in person or phone advocacy support. This may mean we can help you keep good records, attend FGCs, work at identifying weakness and finding remedies. Advocacy work may also include helping you with CYFs or WINZ or even plunket. Where ever you feel you need someone we can be there.
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Thursday, 28 July 2011
Auditory processing disorder - Wikipedia, the free encyclopedia
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Auditory processing disorder Classification and external resources ICD-9 315.32, 388.45 MeSH D001308 Auditory Processing Disorder (APD), also known as (Central) Auditory Processing Disorder ((C)APD) is an umbrella term for a variety of disorders[citation needed] that affect the way the brain processes auditory information. It is not a sensory (inner ear) hearing impairment; individuals with APD usually have normal peripheral hearing ability. However, they cannot process the information they hear in the same way as others do, which leads to difficulties in recognizing and interpreting sounds, especially the sounds composing speech.
APD can affect both children and adults. Approximately 2-3% of children and 17-20% of adults have this disorder. Males are two times more likely to be affected by the disorder than females. [1] [2]
Contents
[hide][edit] Definitions
The American Speech-Language-Hearing Association (ASHA) published "(Central) Auditory Processing Disorders" in January 2005 as an update to the "Central Auditory Processing: Current Status of Research and Implications for Clinical Practice (ASHA, 1996)",[3] complementing the UK's Medical Research Council's [4] Auditory Processing Disorder (APD) pamphlet, Oct 2004.[5]
Auditory processing disorder can be genetic or acquired. It may result from ear infections, head injuries or developmental delays that cause central nervous system difficulties that affect processing of auditory information. This can include problems with: "...sound localization and lateralization (see also binaural fusion); auditory discrimination; auditory pattern recognition; temporal aspects of audition, including temporal integration, temporal discrimination (e.g., temporal gap detection), temporal ordering, and temporal masking; auditory performance in competing acoustic signals (including dichotic listening); and auditory performance with degraded acoustic signals."[6]
The Committee of UK Medical Professionals Steering the UK Auditory Processing Disorder Research Program have developed the following working definition of Auditory Processing Disorder:
"APD results from impaired neural function and is characterized by poor recognition, discrimination, separation, grouping, localization, or ordering of speech sounds. It does not solely result from a deficit in general attention, language or other cognitive processes."[7]
[edit] Diagnosis
As APD is one of the more difficult information processing disorders to detect and diagnose, it may sometimes be misdiagnosed as ADD/ADHD, Asperger syndrome and other forms of autism, but it may also be a comorbid aspect of those conditions if it is considered a significant part of the overall diagnostic picture. APD shares common symptoms in areas of overlap, such that professionals unfamiliar with APD might misdiagnose it as a condition they are aware of.
People with APD intermittently experience an inability to process verbal information. When people with APD have a processing failure, they do not process what is being said to them.
There are also many other hidden implications, which are not always apparent even to the person with the disability. For example, because people with APD are used to guessing to fill in the processing gaps, they may not even be aware that they have misunderstood something.
APD has been defined anatomically in terms of the integrity of the auditory nervous system,[8] as "what we do with what we hear",[9] and in terms of performances on a selected group of behavioral auditory tests (Task Force for the American Speech, Language, and Hearing Association; ASHA, 1994). The ASHA Task Force definition considered APD to be any observed deficits in one or more of these so-called "behaviors". Problems inherent in test validation by consensus are highlighted by the succession of task force reports that have appeared in recent years. The first of these occurred in 1996.[3] This was followed by a conference organized by the American Academy of Audiology[10] that explicitly embraced modality specificity as a defining characteristic of auditory processing disorders. Subsequently, an ASHA committee rejected modality specificity as a defining characteristic of auditory processing disorders.[6]
There have been several commentaries questioning various aspects of these proposals.[11][12] Additionally, Moore suggests that APD is primarily a difficulty in processing non-speech sounds and that a population-based approach should be taken to identify outlying performers.[12] However, inclusive conceptualizations of APD have been criticized based on their lack of diagnostic specificity.[13] Auditory processing disorder has been defined as a modality specific perceptual dysfunction that is not due to peripheral hearing loss.[11][14] This viewpoint emphasizes the perceptual nature of auditory processing and asserts that the disorder should be conceptualized as being limited to problems in processing auditory material. Modality specificity has been advocated as a way to improve APD diagnosis.[11][14] There are several limitations to the approach suggested by proponents of modality specificity testing, including: major differences between primary auditory and visual cortices in the way information is coded and processed, how such approaches would separate children with both visual and auditory processing deficits from children with supramodal deficits, cross modal test equivalence, clinical infeasibility of visual processing test administration, lack of appropriate visual analogs to be used by audiologists, redundancy of modality specificity testing with neuropsychological assessment, and non-modularity of the central nervous system, among others.
[edit] Causes
This section does not cite any references or sources. Please help improve this section by adding citations to reliable sources. Unsourced material may be challenged and removed. (May 2010) The causes of APD are unknown. There is anecdotal evidence to suggest links to autistic spectrum disorder, dyslexia, middle ear infections and lack of oxygen at birth, as well as occurring in association with aniridia, (due to a PAX6 mutation) among other conditions.[citation needed]
[edit] Characteristics
The National Institute on Deafness and Other Communication Disorders is the author of "Auditory Processing Disorder in Children". The National Institute on Deafness and Other Communication Disorders. http://www.nidcd.nih.gov/health/voice/auditory.html. Facilities, such as The Lewis School of Princeton, have specialists that can assist in determining the presence of this disorder. They state that children with Auditory Processing Disorder often:
- have trouble paying attention to and remembering information presented orally, and may cope better with visually acquired information
- have problems carrying out multi-step directions given orally; need to hear only one direction at a time
- have poor listening skills
- need more time to process information
- have low academic performance
- have behavior problems
- have language difficulties (e.g., they confuse syllable sequences and have problems developing vocabulary and understanding language)
- have difficulty with reading, comprehension, spelling, and vocabulary
Other characteristics may include [citations needed]:
- needing people to speak slowly
- disliking locations with background noise such as bar, clubs or other social locations
- a preference for written communication (e.g. text chat)
- having trouble paying attention and remembering information when information is simultaneously presented in multiple modalities
APD can manifest as problems determining the direction of sounds, difficulty perceiving differences between speech sounds and the sequencing of these sounds into meaningful words, confusing similar sounds such as "hat" with "bat", "there" with "where", etc. Fewer words may be perceived than were actually said, as there can be problems detecting the gaps between words, creating the sense that someone is speaking unfamiliar or nonsense words. Those suffering from APD may have problems relating what has been said with its meaning, despite obvious recognition that a word has been said, as well as repetition of the word. Background noise, such as the sound of a radio, television or a noisy bar can make it difficult to impossible to understand speech, depending on the severity of the auditory processing disorder. Using a telephone can be problematic for someone with auditory processing disorder, in comparison with someone with normal auditory processing, due to low quality audio, poor signal, intermittent sounds and the chopping of words.[6] Many who have auditory processing disorder subconsciously develop visual coping strategies, such as lip reading, reading body language, and eye contact, to compensate for their auditory deficit, and these coping strategies are not available when using a telephone.[edit] Secondary characteristics
APD shares some of these signs with related disorders, which may have other overlap areas, such as acquired brain injury, attention deficits, dyslexia, learning difficulties, hearing loss, and psychologically-based behavioral problems.
APD may be related to cluttering,[15] a fluency disorder marked by word and phrase repetitions.
[edit] Remediations and training
Recent research has shown that practice with basic auditory processing tasks (i.e. auditory training) may improve performance on auditory processing measures[16][17] and phonemic awareness measures (Moore et al., 2005). These auditory training benefits have also been recorded at the physiological level (Russo et al., 2005; Alonso & Schochat, 2009). Many of these tasks are incorporated into computer based auditory training programs such as Earobics and Fast ForWord, an adaptive software available at home and in clinics worldwide.
There is no research supporting the following APD treatments:
- Auditory Integration Training typically involves a child attending two 30-minute sessions per day for ten days.[18]
- Lindamood-Bell Learning Processes (particularly, the Visualizing and Verbalizing program)
- Physical activities that require frequent crossing of the midline (e.g., occupational therapy)
- Sound Field Amplification
- Neuro-Sensory Educational Therapy
[edit] Relation to Specific language impairment
APD can also be confused with Specific language impairment (SLI).
SLI is more specifically a problem associated with the linking of words, both written and spoken, to semantics (meaning) and someone can have both APD and SLI. Unlike those with SLI, those with APD can usually get the meaning of language from written words where those with SLI show problems with both heard and read words, demonstrating that the basic issue is not an auditory one.[dubious – discuss][original research?]
Those with APD have auditory difficulty distinguishing sounds including speech from extraneous sounds, e.g. fans or other chatter. APD is purely about processing what you hear both verbal and non-verbal. For those who have SLI, difficulty processing verbal language is only one of many symptoms.
[edit] See also
- Active listening
- Asperger syndrome
- Attention-Deficit Hyperactivity Disorder
- Audiology
- Auditory scene analysis
- Cocktail party effect
- Cognitive science
- Echoic memory
- Language processing
- King-Kopetzky syndrome (now included in the UK Medical Research Councils definition of APD)
- Pure word deafness
- Spatial hearing loss
[edit] References
- ^ La Trobe University. "(C)APD". http://www.latrobe.edu.au/hcs/resources/capd/capd/index.html. Retrieved 14 November 2010.
- ^ Musiek, Frank; Gail, Chermak (2007). Handbook of central auditory processing disorder [auditory neuroscience and diagnosis]. Plural Publishing. pp. 448. ISBN 1597560561.
- ^ a b "Central Auditory Processing: Current Status of Research and Implications for Clinical Practice. Technical Report, (1996)". Working Group on Auditory Processing Disorders. American Speech-Language-Hearing Association. http://www.asha.org/docs/html/TR1996-00241.html.
- ^ "MRC Institute of Hearing Research". Auditory Processing Disorder. http://www.ihr.mrc.ac.uk/research/apd.php/.
- ^ "Auditory Processing Disorder (APD). Pamphlet, (2004).". British Society of Audiology APD Special Interest Group. MRC Institute of Hearing Research. http://www.ihr.mrc.ac.uk/research/apd.php/apd.php?page=apd_docs. Retrieved 2008-01-15.
- ^ a b c "(Central) Auditory Processing Disorders. Technical Report, (2005).". Working Group on Auditory Processing Disorders.. American Speech-Language-Hearing Association.. http://www.asha.org/docs/html/TR2005-00043.html.
- ^ http://www.thebsa.org.uk/apd/Home.htm The British Society of Audiology and the UK APD Steering Group
- ^ Rintelmann, W.F. (1985). "Monaural speech tests in the detection of central auditory disorders.". In Marilyn L Pinheiro and Frank E Musiek. Assessment of central auditory dysfunction : foundations and clinical correlates. Baltimore: Williams & Wilkins. pp. 173–200. ISBN 9780683068870. OCLC 11497885.
- ^ Katz, Jack (1992). "Classification of auditory processing disorders". In Jack Katz and Nancy Austin Stecker and Donald Henderson. Central auditory processing : a transdisciplinary view. St. Louis: Mosby Year Book. pp. 81–92. ISBN 9781556643729. OCLC 25877287.
- ^ Jerger J, Musiek F (October 2000). "Report of the Consensus Conference on the Diagnosis of Auditory Processing Disorders in School-Aged Children" (pdf). J Am Acad Audiol 11 (9): 467–74. PMID 11057730. http://www.taracentar.hr/download/diagnosis_apd_school.pdf.
- ^ a b c Cacace, Anthony T.; Dennis J. McFarland (2005-12). "The Importance of Modality Specificity in Diagnosing Central Auditory Processing Disorder". American Journal of Audiology 14 (2): 112–123. doi:10.1044/1059-0889(2005/012). PMID 16489868. http://aja.asha.org/cgi/content/short/14/2/112. Retrieved 2010-08-31.
- ^ a b Moore, David R. (2006-03). "Auditory processing disorder (APD): Definition, diagnosis, neural basis, and intervention". Audiological Medicine 4 (1): 4–11. doi:10.1080/16513860600568573. http://www.informaworld.com/smpp/content~content=a746030950~db=all. Retrieved 2010-08-31.
- ^ Cacace, Anthony T.; Dennis J. McFarland (1998-04). "Central Auditory Processing Disorder in School-Aged Children A Critical Review". Journal of Speech, Language, and Hearing Research 41 (2): 355–373. PMID 9570588. http://jslhr.asha.org/cgi/content/abstract/41/2/355. Retrieved 2010-08-31.
- ^ a b Cacace, Anthony T.; Dennis J. McFarland (1995-07). "Opening Pandora's Box: The Reliability of CAPD Tests". American Journal of Audiology 4 (2): 61–62. http://aja.asha.org/cgi/content/citation/4/2/61. Retrieved 2010-08-31.
- ^ William O. Haynes, Rebekah Hand Pindzola, Michael J. Moran, Communication Disorders in the Classroom: An Introduction for Professionals in School Settings, ISBN 0763727431, Jones & Bartlett Publishers (2006), p. 251
- ^ Chermak GD, Silva ME, Nye J, Hasbrouck J, Musiek FE (May 2007). "An update on professional education and clinical practices in central auditory processing". J Am Acad Audiol 18 (5): 428–52; quiz 455. doi:10.3766/jaaa.18.5.7. PMID 17715652.
- ^ Moore DR (2007). "Auditory processing disorders: acquisition and treatment". J Commun Disord 40 (4): 295–304. doi:10.1016/j.jcomdis.2007.03.005. PMID 17467002.
- ^ Mudford OC, Cullen C (2004). "Auditory integration training: a critical review". In Jacobson JW, Foxx RM, Mulick JA (eds.). Controversial Therapies for Developmental Disabilities. Routledge. pp. 351–62. ISBN 080584192X.
[edit] External links
- American Speech-Language-Hearing Association (ASHA)
- UK Medical Research Council Institute of Hearing Research)
- Auditory Processing Disorder in the Uk (APDUK)
- Support community for CAPD
[show]v · d · eAuditory and vestibular pathways
[show]v · d · ePathology of the nervous system, primarily CNS (G04–G47, 323–349)
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Categories: Neurological disorders | Audiology | Auditory perception | Dyslexia | Hearing | Learning disabilities | Oral communication | Phonology | Speech processing | Special educationHidden categories: All articles with unsourced statements | Articles with unsourced statements from January 2011 | Articles needing additional references from May 2010 | All articles needing additional references | Articles with unsourced statements from June 2009 | All accuracy disputes | Articles with disputed statements from July 2009 | All articles that may contain original research | Articles that may contain original research from July 2009
