Part I.
Brains hooked up to computers.
Task 1. Read and translate the text. Make
up 10 questions about this story.
(hooked up - connected to)
Paralysed people can now control artificial limbs by
thought alone. People are already using a range of devices which involve
connecting the brain to a computer. One well-known device is the cochlear
implant - a device like a miniature microphone that transmits sound signals
directly to the brain and enables deaf people to hear. A completely new
application now enables those who have lost an arm or a leg to control their
artifical limb by thought alone. The first patient to try out the new
technology is Matt Nagel. Matt was left paralysed from the neck down after a
vicious knife attack four years ago. In the operating theatre a circular piece
of his skull was removed and a tiny plate with 96 hair-thin electrodes was
placed on the surface of Matt's brain. This will detect the electrical signals
in the part of the brain that usually controls hand movement. A thin cable
emerges from the skin on his head and runs to a small computer which decodes
the signals and converts them into commands controlling an artificial hand
connected to Matt's arm. Shortly after the operation Matt is surrounded by the
surgeons as he stares at the open hand, thinking "Close, close". To
their delight the hand moves and the fingers close, becoming a fist. In that
moment Matt Nagel makes history. He is the first person to have controlled an
artificial limb using a device surgically implanted into the brain. Since the
operation Nagel has been test-driving the technology, seeing what he, and it,
are capable of. "We're evaluating his ability to do a whole range of
things. We've hooked him to a computer that lets him turn a TV on and off,
change channel and adjust the volume just by thinking," says the scientist
leading the project.
Task 2. Finish the sentence and
add details from the text.
1.
People
are already using a range of……………………………
2.
……………a
device like a miniature microphone that……………
3.
This
will detect the electrical signals………………………………
4.
Shortly
after the operation………………………………………….
5.
…………………… Nagel has been test-driving the technology…………………
6.
We've
hooked him to a computer…………………………………………………
Task 3. Make advertisement of the cochlear implant on TV.
Part II
Task 1. Read and translate the text.
Life through the eyes of a
disabled person
Catherine
Marshall is 25 years old. She has
ataxia-telangiectasia (A-T), a neurological disorder which affects her balance
and coordination.
“ Everyone gets frustrated from time to time, but to
learn that you have a disabling condition has a major impact on your life.
Before I was diagnosed as having A-T, I was an active, outgoing child doing the
normal things children do. During my time at junior school, I began to take a
keen interest in gymnastics, where I gained three certificates and won a bronze
medal in a school competition. However, my balance began to deteriorate and I
started to have problems with my coordination, and eventually I was diagnosed
with A-T. I was devastated at this prognosis, as it meant I would have to give
up my love of gymnastics. I now belong to a youth dance company called “Cando
II” for disabled people and able-bodied people which makes up for giving up
gymnastics. It is an anxious time for anyone trying to find employment, but in
my experience it is a long and frustrating process. I left Lord Mayor Treloar
National Specialist College determined that I would have no problem finding
employment as I had passed the Advanced Level in Health and Social Care with
distinction, but my hopes were soon dashed. I have had several people who are
assigned to help people with disabilities find employment, but they haven’t
done anything. It is disheartening to think that I worked hard at college and I
have got nowhere. I often feel that if I didn’t have a disability I would
probably be employed and not be in this situation that I am now. Life being
disabled has its ups and downs, but so do other people. Many people have the
ability to do what they want, when they like, but being disabled can have its
limitations. At times I get very frustrated by not being able to do things
other people take for granted such as walking unaided or planning a journey.
Sometimes I think to myself that I should be grateful for what I can do because
I could be a lot worse off; at least I can still walk a little and can do some
things for myself. However, I like my own independence and find it frustrating
when I have to depend on others. Having a disability has also affected my
social life. I do not have friends my own age who are willing to look after me
and take me out. This gets me down at times, but I just have to make the best
of things and “count my blessings”. I keep busy by doing voluntary work twice a
week, shopping, and going to the gym. I have also been on holidays abroad and
in the UK.
Everybody is different, so why is it that some people
stare? Is it because of curiosity or ignorance? In my experience, it is usually
the latter, and I find that girls are worse than boys. People who stare at me
make me feel insignificant and self-conscious, but I realise they are doing it
because they see me as different to them. I often put this down to lack of
knowledge and understanding. The more people stare, the more self-conscious I
become and this in turn makes me more aware that I am different. I find that
people who are disabled themselves or have disabled relatives understand me
more and therefore accept me for who I am.”
Task 2. Summarize the story as
if you were Catherine`s friend.
Task 3. You are a journalist
who is going to write an article about Catherine Marshall. Make up questions to
interview the girl.
Task 4. Write an e-mail to Catherine
Marshall from Ukraine as her new friend. Tell her about your wish to make
friends with her, your thoughts on the problems she says in her letter, encourage
her to come to your country.
Part III
Task 1. Read and translate the
text.
On-award support in Australia
Australian institutions and training providers are
required by law to offer ‘reasonable support’ to students with a disability so
that they can access and participate equitably in the learning process. Most
Australian institutions have a Disability Support Unit charged with the
responsibility of supporting students who disclose as having a disability.
Institutions, Student Contact Officers (SCO) in particular, are notified of
Awardees who have disclosed a disability and the specific support requirements
they will need prior to the Awardee arriving in Australia. The institution then
recommends adjustments to the physical and/or learning environments. These are
discussed with the Awardee prior to mobilisation after which a support plan is
developed. Where funding is required, a Disability Support Agreement is
developed as an addendum to the scholarship contract. Awardees with chronic
illness are entitled to adjustment support. They are, however, not funded for
surgical procedures nor for medication. The SCO is able to link the Awardee to
local support organisations that may be able to offer additional support. All
Awardees with disability and those working in the disability fields are
encouraged to engage with disability inclusive development opportunities in
Australia. This effort is mainly facilitated by CBM-Nossal, a partner
organisation, who keep interested Awardees informed of inclusion events,
training and volunteer opportunities they can connect with. Examples of the
type of support offered:
• Non
academic adjustments-Access and training in the use of screen reading or speech
recognition software (e.g. JAWS and dragon software) for people with visual impairment
and those with hearing impairment;
• Assessment
and provision of mobility aids and assistive devices such as power/electric
wheelchairs or crutches that may be more suited to the Australian environment;
• Counselling,
psychologist and psychiatric support services for Awardees with mental illness
or mental health support needs.
• Academic
adjustments-Alternative exam and assessment formats and processes;
·
Additional
time for assignments, large print handouts.
Alumni support
Alumni with disability are requested to disclose
disability on their event application forms and to provide details of the
required support when contacted by Australia Awards staff. All Alumni are
encouraged to reflect on how they, as transformative leaders, can promote inclusive
practices in their workplace and communities.
Task 2. Agree or disagree with
the facts from the article. Explain your opinion.
1.
Australian
institutions offer ‘reasonable support’ to students with a
disability on their own will.
2.
Awardees
with chronic illness are entitled to adjustment support.
3.
All
Awardees with disability
are encouraged to engage with
disability inclusive development opportunities in Australia.
4.
People
with psyche illnesses get non academic adjustments-Access and training in the use of screen reading or
speech recognition software.
5.
Awardees
are given exact time for assignments, large print handouts.
6.
It`s
not desirable for alumni to mention their disability
in application forms.
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