The Baconian Ethics of Psychosurgery

Undergraduate Theoretical Proposa

A Linguistic Review of Aviation Accidents

A systematic linguistic review of accident investigation reports contained in the Air Safety Network Accident Database by a team of applied linguists and aviation operational safety experts and accident investigators was conducted. A systematic approach to identifying accidents that occurred in multilingual and/or cross cultural contexts was used, and those accidents identified were then reviewed for possible language related factors. The study has revealed that language proficiency, including reading proficiency, affects aviation safety in a number of ways, beyond pilot and controller radiotelephony communications

"No Sign Language if you want to get him talking": Power, Transgressions/Resistance and Discourses of d/Deafness in the Republic of Ireland

Over the last number of decades, recognition of the fact that Deaf people comprise a Deaf Community which shares a common language, Sign Language, with its own grammar and syntax (Stokoe, 1960), cultural norms and values, and history (Groce, 1985; Bienvenu, 1989; Lane, 1989; Sacks, 1989; van Cleve and Crouch, 1989; Lane et al., 1996; Mow, 2001; Woll and Ladd, 2005) has highlighted the need for a socio-cultural perspective on Deafness, breaking away from the traditional medical view of hearing impairment. This rise of the socio-cultural model of Deafness, sometimes known as ‘Big-D Deaf’ is signified by the capitalisation of the word Deaf, indicating membership to a cultural and linguistic minority group, as opposed to lowercase deaf which signifies an audiological deficiency.1 Although those identifying with the socio-cultural model of Deafness do not identify as disabled (Lane, 2002), the progress made in establishing a socio-cultural model must be situated within a generalised shift away from viewing disabilities as inherently personal obstacles towards one which examines the role of the physical, social, economic, or political environment in creating disability (Oliver, 1990). While this shift has occurred within the social and care sciences (including Geography) and Deaf Studies itself, with a transference from a medical model of disability to various kinds of social models, the predominant mode of research concerning d/Deaf people in medical and educational fields still favours the medical model of deafness as a disabling condition best corrected through audiological treatment and speech instruction (as highlighted by research reported in journals such as Audiology, International Journal of Audiology, the International Journal of Language and Communication Disorders, and The Journal of Speech, Language and Hearing Research). There is little room for the role of Sign Language or Deaf identity in this medical model, which instead prioritises acquisition of speech and integration with hearing society as the goal of deaf education. While due consideration must be given to the complexities of d/Deaf identity and the diffculties in implementing any binary between deaf/Deaf or d/Deaf/hearing (Skelton and Valentine, 2003a) for the purpose of this paper, I will limit this discussion to the ‘two dominant constructions of d/Deafness: medical deafness and sociocultural Deafness (Valentine and Skelton, 2007: 108)

"No Sign Language if you want to get him talking": Power, Transgressions/Resistance and Discourses of d/Deafness in the Republic of Ireland

Over the last number of decades, recognition of the fact that Deaf people comprise a Deaf Community which shares a common language, Sign Language, with its own grammar and syntax (Stokoe, 1960), cultural norms and values, and history (Groce, 1985; Bienvenu, 1989; Lane, 1989; Sacks, 1989; van Cleve and Crouch, 1989; Lane et al., 1996; Mow, 2001; Woll and Ladd, 2005) has highlighted the need for a socio-cultural perspective on Deafness, breaking away from the traditional medical view of hearing impairment. This rise of the socio-cultural model of Deafness, sometimes known as ‘Big-D Deaf’ is signified by the capitalisation of the word Deaf, indicating membership to a cultural and linguistic minority group, as opposed to lowercase deaf which signifies an audiological deficiency.1 Although those identifying with the socio-cultural model of Deafness do not identify as disabled (Lane, 2002), the progress made in establishing a socio-cultural model must be situated within a generalised shift away from viewing disabilities as inherently personal obstacles towards one which examines the role of the physical, social, economic, or political environment in creating disability (Oliver, 1990). While this shift has occurred within the social and care sciences (including Geography) and Deaf Studies itself, with a transference from a medical model of disability to various kinds of social models, the predominant mode of research concerning d/Deaf people in medical and educational fields still favours the medical model of deafness as a disabling condition best corrected through audiological treatment and speech instruction (as highlighted by research reported in journals such as Audiology, International Journal of Audiology, the International Journal of Language and Communication Disorders, and The Journal of Speech, Language and Hearing Research). There is little room for the role of Sign Language or Deaf identity in this medical model, which instead prioritises acquisition of speech and integration with hearing society as the goal of deaf education. While due consideration must be given to the complexities of d/Deaf identity and the diffculties in implementing any binary between deaf/Deaf or d/Deaf/hearing (Skelton and Valentine, 2003a) for the purpose of this paper, I will limit this discussion to the ‘two dominant constructions of d/Deafness: medical deafness and sociocultural Deafness (Valentine and Skelton, 2007: 108)

Towards an Independent Future: Life Skills Training and Vulnerable Deaf Adults

This article presents results from a service evaluation of a life skills programme for Deaf adults that had been operating as a pilot for three years in Dublin until June 2013. The remit of the programme was to provide a short-term residential intervention service for Deaf adults who were perceived to be vulnerable and isolated from their community. Over the course of its three years in operation, the programme had seventeen Deaf participants. The literature on life skills and Deaf adults is sparse. Studies have tended to concentrate on barriers young people with disabilities face, and within that literature young Deaf people are rarely discussed (Stewart et al., 2013). However, there are particular barriers to the transition to independent living for this population. Acquisition of life skills can be compromised by a number of factors including: lower expectations during their school years, barriers to incidental learning opportunities, poor communication at home, learned helplessness, and poor literacy and numeracy skills. Furthermore, existing mainstream services providing life skills programmes to other adults with disabilities frequently do not have the skill-set to work with Deaf adults, nor do they have communication competency in Irish Sign Language that would facilitate their inclusion in these services. Given the increased move to mainstream services and the closure of congregated settings for adults with disabilities in the wake of the congregated settings report (Health Service Executive, 2011), there is a need now to examine the availability of appropriate services to facilitate the transition to independent living for vulnerable adults with disabilities. This article presents case study data from five participants based on interviews with participants, parents and staff. It also features quantitative results from a retrospective life skills inventory. Overall, gains were made across a range of life skill areas, in particular food management, housekeeping, emergency and safety, and transportation. However, gaps persist particularly in relation to health, sexual health, knowledge of legal rights, and knowledge of housing issues such as renting

Coping Ability of Medical and Nursing Students: A Cause of Concern

Background: Medical students today are subject to a variety of stress; academic, social, emotional or stress in the form of affliction of health during their stay at medical school. The physiological response to these depends on various factors including their inherent coping abilities. This study was designed to examine the coping ability of medical and nursing students at the time of admission to medical school. Materials and Methods: 42 medical and 34 nursing students volunteered for the study. They were administered the BAI questionnaire and classified as good and poor adjusters based on their score. Results: The study revealed an unsatisfactory overall coping ability to be prevalent among medical and nursing students. Conclusion: This study showed that there is a need for orientation and counselling of medical and nursing students at the start of college

Signs of equity: access to teacher education for deaf students in the Republic of Ireland

At present in the education system in the Republic of Ireland (hereafter referred to as Ireland), deaf people are de facto excluded from primary level initial teacher education (PITE) and entry into the primary teaching profession. This is largely because of a requirement that entrants to PITE demonstrate a high level of competency in the Irish language (Gaeilge), a subject from which deaf children are often exempt while in school (Department of Education and Science 2009). As a result, there is an almost complete absence of deaf individuals teaching in primary Schools for the Deaf. This situation is particularly unsatisfactory given the need for linguistic modelling for deaf children acquiring Sign Language (Hall 2017) especially since at least 90 per cent of them will have hearing parents who are unlikely to have prior experience in Sign Language (Mitchell and Karchmer 2004). Furthermore, the social benefits of having deaf adult role models for deaf children (Johnstone and Corce 2010) are not gleaned in a system where there is no avenue for deaf adults to work in the field. This paper outlines the situation in Ireland, examining in particular the policy barrier to entry to PITE and the implications of this barrier for the deaf education system

Language as a Factor In Aviation Accidents and Serious Incidents: A Handbook for Accident Investigators ed. 3

In an increasingly multicultural and multilingual aviation industry, it is important that accident investigators understand the complex role of language in maintaining safe operations. This Handbook supports investigators to systematically identify language factors in aviation accidents and serious incidents.https://commons.erau.edu/db-lhuft-book/1003/thumbnail.jp