Tactile Working Memory Scale – A Professional Manual
Authors: Jude T. Nicholas, Annika M. Johannessen, Trees van Nunen
Working memory, or the ability to keep something in mind for a limited amount of time is a central function in cognition. For persons with congenital deafblindness we need a bodily-tactile perspective on working memory.
This manual gives a theoretical overview and presents a scale that can be used by professionals to identify and assess tactile working memory in persons with deafblindness, and design tools and strategies to ensure that these persons can develop and make use of all their potentials, both cognitively and linguistically.
When we add a linguistic value to bodily tactile expressions and recognise tactile languages as natural languages, we are able to communicate linguistically with people with congenital deafblindness.
From the motto if you can see it, you can support it this book gives an idea of how communication partners can spot and read utterances in the bodily tactile modality as language. It shows how the partner can respond to the tactile speech and support the langauage development by using different cognitive strategies in the conversations to activate both the tactile work memory and the tactile autobiographical memory.
The book presents a circle model that can be used as a basis for discussion and analysis in relation to language that grows from a bodily tactile modality.
The Nordic network on tactile language has published this book about tactile language to benefit persons with deafblindness, their families and professionals.
Positive health can be boosted among school students. In many parts of the Nordic region schools are implementing health promotion measures that focus on encouraging wellness – in other words, concentrating on things that make students feel good. This report shows how the wellbeing of school students is being enhanced in various school settings in the Nordic region. The importance of a user perspective also emerges.
The report Adolescent Health in the Nordic Region – Health promotion in school settings provides a picture of how the mental health of school students has developed over time and sheds light on the most significant factors for promoting wellbeing, describing the important role that schools play.
The experiences of the activities that the Nordic Welfare Centre describes in this report show that it is possible to improve the work environment for school students and that this need not be complicated. It is about achieving a consensus that it is important to boost students’ wellbeing.
Finland, for example, has a research-based anti-bullying programme called KiVa. The country is also unique in the world in having health studies as a compulsory subject. At a Danish upper secondary school, both students’ mental health and results improved when grades were abandoned for the first year. Read more about this and other inspiring examples in the report.
Authors: Nino Simic, Kristin Marklund, Ann Jönsson, Helena Lagercrantz, Caroline Lagercrantz, David Erichsen, Joan Rask, Jeanette Björkqvist, Bjørn Kvaal och Annska Ólafsdóttir Year published: 2018 ISBN: 978-92-893-5794-4 Language: Svenska, norska, danska Number of pages: 72 Tryckort: Danmark
This report sets out measures for achieving faster integration of refugees and foreignborn residents in the labour market in the Nordic Region.
The examples presented in the report have been selected by our group of Nordic experts. This group consists of those working at different levels in each country and have a good insight into and knowledge of their own country’s measures in integration. Some of the Group members work in government ministries and authorities, and others at regional or municipal level.
In selecting examples, they have focused on the integration initiatives deemed to have the greatest likelihood of being implemented in their neighbouring countries. This selection is based on the knowledge gained from research and recommendations made by our Nordic co-operation partners.
State of the Nordic Region 2018 Migration and Integration presents a series of facts and figures showing the current state of integration within core socioeconomic sectors, including demography, the labour force, health, and foreign background in state funded culture in the Nordic Region.
---------------------- Author: Anna Karlsdottìr, Linus Rispling, Gustaf Norlén, Linda Randall, Nora Gassen, Heleniak Sánchez, Peurell Timothy, Erik Peurell, Nina Rehn-Mendoza, Helena Lagercrantz
In the Nordic region, life expectancy is increasing, and the elderly population is growing. It is of course a positive development that more people are living for longer, but it also entails major challenges, particularly in the areas of housing, transport, urban planning, healthcare and social services. The answer is to create age-friendly communities, where we can still experience quality of life in old age.
Publication: Newcomers children and youths in the North
Authors: Anna Gärdegård, Jenny Tägtström, Joan Rask, Caroline Jonsson,
Ann Patmalnieks och Oddrun Midtbø
Responsible publisher: Ewa Persson Göransson
Subjects: Between 2011 and 2016, nearly 200 000 children and young people arrived in the Nordic countries as asylum seekers, either unaccompanied or with their families. The most important platform for inclusion and integration of newly arrived children and young people is school.
We know from research that completing primary education is the single most important protective factor for a number of social problems, regardless of a family’s socioeconomic background. There are many young people in the Nordic countries today who have not completed secondary education or vocational training; their employment prospects are significantly impaired, and they are at greater risk of social exclusion.
Newly arrived children and young people must have the same opportunities as their peers to become established in the employment market in the future, to earn a steady income and play an active part in society. There is every reason, therefore, to mobilise and to study what has been learned from research and practical experience to see how we can create suitable conditions for learning and inclusion in school.
In this publication we have interviewed researchers and practitioners with extensive experience and knowledge of this field. We hope that their experiences will provide inspiration and ideas to advance the important work that is being done now and in the future.
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