At least 40,000 elderly people in care homes in England are living in ‘social total memory makeover pdf’, a new survey has revealed. And as many as 13,000 are completely ‘without kith or kin’ and receive no letters, calls or visits at all, says the Relatives and Residents Association. The charity’s Government-funded research gathered results from 686 of the 10,000 homes in England. RA said the situation was ‘desperately sad’, and told the BBC: ‘We’re talking about people who, largely, have dementia.
They’ve lost so much already – they’ve lost their homes, their families, often their memory. No-one to help stimulate it or remind them of who they were or what they did. Some people have never had families, some people have outlived them. Some people may well have families, but their children are on other continents and although they do care about them, they can’t possibly be in touch with them. RA said the two-year study reflected of the wider situation across England despite only seven per cent of care homes responding, and claimed the estimated 13,000 living in complete isolation was ‘conservative’. The charity also warned that these people were at risk of financial abuse or neglect, highlighting one case in which a care home resident’s bungalow was bought by the manager for his son which was ‘completely unethical’. Ms Downey said local authorities should make it their business to find out how many people in their areas were isolated, and then encourage’befriending’ schemes to recruit volunteers to visit them.
Care Services Minister Paul Burstow said services ‘designed and delivered in silos’ could intensify the isolation and loneliness felt by older people. The best care homes personalise the care and support that residents receive,’ he said. By understanding their personal history and listening to them, care homes can transform people’s lives. Caring for older people is everybody’s business. That is why the Government is determined to strengthen community action. Citizen-led advocacy and community-based befriending services can make a big difference.
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So you want to be a teacher? A discussion of the Total Physical Response approach to language teaching. It is also closely associated with theories of mother tongue language acquisition in very young children, where they respond physically to parental commands, such as “Pick it up” and “Put it down”. A typical TPR activity might contain instructions such as “Walk to the door”, “Open the door”, “Sit down” and “Give Maria your dictionary”. The students are required to carry out the instructions by physically performing the activities. The above examples, however, also illustrate some of the potential weaknesses inherent in the approach. Firstly, from a purely practical point of view, it is highly unlikely that even the most skilled and inventive teacher could sustain a lesson stage involving commands and physical responses for more than a few minutes before the activity became repetitious for the learners, although the use of situational role-play could provide a range of contexts for practising a wider range of lexis.
In defence of the approach, however, it should be emphasized that it was never intended by its early proponents that it should extend beyond beginner level. Short TPR activities, used judiciously and integrated with other activities can be both highly motivating and linguistically purposeful. Careful choice of useful and communicative language at beginner level can make TPR activities entirely valid. Many learners respond well to kinesthetic activities and they can genuinely serve as a memory aid. A lot of classroom warmers and games are based, consciously or unconsciously, on TPR principles.
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