Dear Rebecca,
You can book your trial class in any of our 3 centres, in Causeway Bay, TsimShaTsui or the Admiralty.
You need to conduct a route search with your domestic helper to find out which one is the most convenient route. You need to train her up about road safety awareness. Cross only in zebra crossing. Never rush. She can learn.
Parenting is about the development of the whole child, physical, emotional, language and intelligence. Le Beaumont's Gifted Baby's program is designed for the all round development of EQ, IQ & LQ. Language is a means. The end is personality development, IQ and readiness for schooling.
Travel is only a technical issue. Brain development is the strategic issue. Focus on the strategic issue. Technical issues can always be solved, with a little bit of extra effort. Brain develops very fast for baby. You baby's brain needs nourishment, every day.
Mom is the best tutor. There is not the slightest doubt about it. Mother tongue is just as important as any foreign language. You need to talk more to your baby, every day, before going to work and after coming back from work. Wake him up. He can adjust his sleeping pattern easily.
So there is no need to bring your child to the learning centre on Sats or Sundays. Bring him to the park, to shopping malls or restaurants. On the days you are away at work, send your baby to Le Beaumont, to play, to mix with people and to pick up different languages.
Baby is a genius in picking up languages. Le Beaumont has native graduate teachers from 6 countries. It is the best in the world. But a 3-month old baby will be quite tired after using his brain intensively for one hour, in a playgroup. An hour a day is enough. The journey to and from the centre is itself provides a lot of stimulation which is good for your baby.
Brain develops very fast. And the early experience affects brain architecture.
A stimulating environment nourishes creativity & a love for learning. Spoon feeding stifles interest in learning. A lot of parents overlook this to the detriment of their child, for life. And they miss the opportunity for life.
Your child will be able to speak English, Putonghua, French, Spanish and Japanese with perfect pitch. Your child's English and Putonghua will be comparable to native speakers from London or Beijing! This is the most important investment for your child. It needs wisdom, vision and determination.
You can look up more information about early brain development, early language acquisition and our program on our website. www.beaumont.edu.hk The findings come after 6 years of R & D, with tens of millions in investment, and massive successful cases.
When you visit our centre, take a look at other babies and see how they enjoy the experience. Talk to moms or grandmas you meet. Share their experience.
And kindly let me know how you find this learning centre.
Best regards,
Sam
26.1.11
25.1.11
吃魚有益
常說吃魚有益，到底魚含有什麼營養？養和醫院體格健康檢查部營養師（美國註冊）陳勁芝說，魚和肉在營養成分的分類上屬同一組別，都是含高蛋白質的食物，而兩者的分別在於熱量﹕「肉類可分為『非常瘦』、『瘦』、『一般』和『肥』四大組別，魚全部可歸入前兩組。」
熱量脂肪雙低
魚的熱量比肉低得多，1安士（約28.4克）熟魚肉通常有35至55千卡，而中等肥瘦的肉如豬肉、雞腿肉等，1安士約有85千卡。以每餐吃3安士熟魚肉計算，共攝取105至165千卡；若將魚換成同等分量的肉，攝取量就會升至255千卡。
魚不但熱量低，脂肪含量也低，1安士「非常瘦」及「瘦」的魚分別含1克及3克脂肪，當中又以不飽和脂肪居多，而一些較肥的魚還蘊含豐富的奧 米加3脂肪酸。陳勁芝表示，魚含有兩種奧米加3脂肪酸，分別為EPA和DHA。EPA具抗炎功效，可減低血管因發炎而堵塞的機會；DHA則有利腦部和眼睛 健康。「奧米加3脂肪酸對嬰兒的腦部發展尤其重要，如果母親在懷孕期能攝取足夠的奧米加3脂肪酸，孩子的腦部發育會較好，其影響可維持至兩歲。」
平常毋須魚油丸
多項研究均證實，奧米加3脂肪酸能降低三酸甘油酯水平，減少血小板黏附血管壁，防止血管收窄，對預防心血管疾病有一定幫助。她引述一些綜合性研究指，每日攝取魚油有助降低整體死亡率達16%，而心臟病死亡率更可減低24%。
在各種魚類中，以深海魚的奧米加3脂肪酸含量較高，如三文魚、鯡魚（herring）、鯖魚、鱒魚等，但吞拿魚的情較為特別，通常罐頭所含的奧米加3脂肪酸不及魚扒多。
成人每日的奧米加3脂肪酸建議攝取量約為1000毫克，即每周約需7000毫克。美國心臟學會建議成人每周進食2至3次，每次3安士的深海 魚，便可滿足一周所需。有些人會服用魚油丸補充奧米加3脂肪酸，陳勁芝認為，如果平日常吃魚，而當中又包括深海魚的話，便毋須服用魚油丸﹕「素食者或完全 不吃魚的人才需考慮服用魚油丸，一粒魚油丸一般只含300至500毫克奧米加3脂肪酸，故可能需服用2至3粒才能滿足每日的需要，服用時要留意產品的實際 含量。」
劍魚黃鰭吞拿宜慎吃
常吃魚對健康有好處，但烹調的方式也要講究，蒸、焗及烚均是較健康的選擇。此外，還要提防魚肉中的水銀。水銀會積聚在生物體內無法排走，由 於大魚會捕食大量小魚，小魚體內的水銀便會積存在大魚體內，故魚的體積愈大，水銀含量也就愈高，常吃這些大魚，便有可能攝取過量水銀。體內積聚水銀長遠可 致慢性中毒，有機會破壞中樞神經系統，削弱大腦功能。水銀對孕婦的影響就更大，懷孕期攝取過量水銀會影響胎兒的腦部發展。
根據美國食品及藥物管理局（FDA）的資料，馬頭魚（tilefish）、鯊魚（shark）、劍魚（swordfish）及大鯖魚 （king mackerel）是魚類中水銀含量最高的，不宜經常食用，孕婦更要避免進食。以體重60公斤的成年人為例，一周內吃3安士劍魚已超出建議上限一倍，故最 好隔周才吃一次；而港人常吃的黃鰭吞拿水銀含量也不低，3安士已達每周攝取上限的66％，必須注意食用量。
水銀量網上計數機
想知道吃下的魚水銀含量有多高？可參考美國獨立組織GotMercury.Org網站（http://gotmercury.org）內的「水銀計算機」，當中的水銀含量數據來自美國環保署及FDA，只需輸入你的體重、進食魚種和整周進食的分量，就能得知實際攝取的水銀有否超標。
為免攝取過量水銀，陳勁芝建議避免常吃體型巨大的魚﹕「每周吃2至3次深海魚應是安全的，但要注意大塊的魚扒、魚柳通常來自大魚，水銀含量也較高，而且一塊魚扒約重6安士，相等於兩次的食用分量，故只宜間中食用。」至於三文魚、沙甸魚、鯡魚等均屬低水銀之選。
http://www.vitality.hk/page.aspx?page=article20110124
熱量脂肪雙低
魚的熱量比肉低得多，1安士（約28.4克）熟魚肉通常有35至55千卡，而中等肥瘦的肉如豬肉、雞腿肉等，1安士約有85千卡。以每餐吃3安士熟魚肉計算，共攝取105至165千卡；若將魚換成同等分量的肉，攝取量就會升至255千卡。
魚不但熱量低，脂肪含量也低，1安士「非常瘦」及「瘦」的魚分別含1克及3克脂肪，當中又以不飽和脂肪居多，而一些較肥的魚還蘊含豐富的奧 米加3脂肪酸。陳勁芝表示，魚含有兩種奧米加3脂肪酸，分別為EPA和DHA。EPA具抗炎功效，可減低血管因發炎而堵塞的機會；DHA則有利腦部和眼睛 健康。「奧米加3脂肪酸對嬰兒的腦部發展尤其重要，如果母親在懷孕期能攝取足夠的奧米加3脂肪酸，孩子的腦部發育會較好，其影響可維持至兩歲。」
平常毋須魚油丸
多項研究均證實，奧米加3脂肪酸能降低三酸甘油酯水平，減少血小板黏附血管壁，防止血管收窄，對預防心血管疾病有一定幫助。她引述一些綜合性研究指，每日攝取魚油有助降低整體死亡率達16%，而心臟病死亡率更可減低24%。
在各種魚類中，以深海魚的奧米加3脂肪酸含量較高，如三文魚、鯡魚（herring）、鯖魚、鱒魚等，但吞拿魚的情較為特別，通常罐頭所含的奧米加3脂肪酸不及魚扒多。
成人每日的奧米加3脂肪酸建議攝取量約為1000毫克，即每周約需7000毫克。美國心臟學會建議成人每周進食2至3次，每次3安士的深海 魚，便可滿足一周所需。有些人會服用魚油丸補充奧米加3脂肪酸，陳勁芝認為，如果平日常吃魚，而當中又包括深海魚的話，便毋須服用魚油丸﹕「素食者或完全 不吃魚的人才需考慮服用魚油丸，一粒魚油丸一般只含300至500毫克奧米加3脂肪酸，故可能需服用2至3粒才能滿足每日的需要，服用時要留意產品的實際 含量。」
劍魚黃鰭吞拿宜慎吃
常吃魚對健康有好處，但烹調的方式也要講究，蒸、焗及烚均是較健康的選擇。此外，還要提防魚肉中的水銀。水銀會積聚在生物體內無法排走，由 於大魚會捕食大量小魚，小魚體內的水銀便會積存在大魚體內，故魚的體積愈大，水銀含量也就愈高，常吃這些大魚，便有可能攝取過量水銀。體內積聚水銀長遠可 致慢性中毒，有機會破壞中樞神經系統，削弱大腦功能。水銀對孕婦的影響就更大，懷孕期攝取過量水銀會影響胎兒的腦部發展。
根據美國食品及藥物管理局（FDA）的資料，馬頭魚（tilefish）、鯊魚（shark）、劍魚（swordfish）及大鯖魚 （king mackerel）是魚類中水銀含量最高的，不宜經常食用，孕婦更要避免進食。以體重60公斤的成年人為例，一周內吃3安士劍魚已超出建議上限一倍，故最 好隔周才吃一次；而港人常吃的黃鰭吞拿水銀含量也不低，3安士已達每周攝取上限的66％，必須注意食用量。
水銀量網上計數機
想知道吃下的魚水銀含量有多高？可參考美國獨立組織GotMercury.Org網站（http://gotmercury.org）內的「水銀計算機」，當中的水銀含量數據來自美國環保署及FDA，只需輸入你的體重、進食魚種和整周進食的分量，就能得知實際攝取的水銀有否超標。
為免攝取過量水銀，陳勁芝建議避免常吃體型巨大的魚﹕「每周吃2至3次深海魚應是安全的，但要注意大塊的魚扒、魚柳通常來自大魚，水銀含量也較高，而且一塊魚扒約重6安士，相等於兩次的食用分量，故只宜間中食用。」至於三文魚、沙甸魚、鯡魚等均屬低水銀之選。
http://www.vitality.hk/page.aspx?page=article20110124
24.1.11
香港全球化指數躍升首位 (12:23)
隨著經濟全球化，多語能力，提升下一代香港人競爭力，將成為重要優勢。
香港的全球化指數在60個國家和地區中排名第一。
報告是安永（Ernst & Young）與英國《經濟學人》資訊部（Economist Intelligence Unit）合作編寫的，每年在達沃斯世界經濟論壇上發布。
香港在2010年的全球化指數位居榜首，其後依次是愛爾蘭和新加坡。
在2009年，排第一的是新加坡，而香港則居第二，愛爾蘭第三。換言之，香港和愛爾蘭今年均升了一級，新加坡則倒退兩位。
http://inews.mingpao.com/htm/inews/20110124/gb11223i.htm
香港的全球化指數在60個國家和地區中排名第一。
報告是安永（Ernst & Young）與英國《經濟學人》資訊部（Economist Intelligence Unit）合作編寫的，每年在達沃斯世界經濟論壇上發布。
香港在2010年的全球化指數位居榜首，其後依次是愛爾蘭和新加坡。
在2009年，排第一的是新加坡，而香港則居第二，愛爾蘭第三。換言之，香港和愛爾蘭今年均升了一級，新加坡則倒退兩位。
http://inews.mingpao.com/htm/inews/20110124/gb11223i.htm
23.1.11
Web 2.0 Tools for Collaborating in Language Education
Web 2.0 Tools for Collaborating in Language Education
There is growing interest in applying a socio-constructivist approach in language education. Masaki Kobayashi conducted a study that examined language socialization theory. Kobayashi cites Bernard Mohan, stating that language socialisation “is a major source for learning about and expressing what one must say, know, value, and do in order to participate in sociocultural situations of society (Mohan, 1987, cited by Kobayashi). Simina and Hamel state that when integrating a learner-centered, socio-constructivist approach within a Computer Assisted Language Learning (CALL) environment, the potential for successful acquisition of the target language is maximized (Simina, Hamel, 2005). This article attempts to demonstrate a collaborative approach combined with web 2.0 tools can greatly aid target language acquisition among learners.
Bernd Ruschoff discusses Technology Enhanced Language Learning (TELL) (Ruschoff, 1998). He states that “Education and teaching in the knowledge society can no longer be reduced to “the act, process, or art of imparting knowledge and skill” as Roget’s Thesaurus proposes, but learning must be recognised as an act in which a learner plays the role of an active constructor of knowledge” (Ruschoff, 1998). The four essential skills of language learning are listening, speaking, reading, and writing. PC Miller cites Phillips and Draper, who state that the four language skills are “developed interdependently” to ensure learners become competent communicators of the target language (Phillips & Draper, 1999, cited by Miller). By taking a constructivist approach, using web 2.0 tools, students can work together, improving their communicative competencies in these four areas.
Richards refers to an activity supported by technology as an “activity-reflection cycle” (Richards, 2004) whereby the learner is engaged in “application and interaction”. He concludes that technologies used in teaching and learning need to “be grounded in activity as both process and structure.” (Richards, 2004) Internet provides the language learner with a wealth of resources for applying knowledge and interacting with others. Blogs, wikis, and social networks such as Twitter and Facebook bring learners together to communicate through text, improving their reading and writing skills. Voice and video chat tools such as Skype and Google Voice Chat enable one-to-one interactions between both student and teacher as well as between students, ensuring students feel comfortable with practising their oral skills.
http://www.ieeetclt.org/issues/july2010/IEEE-LT-Jul10.htm#_Toc269551159
There is growing interest in applying a socio-constructivist approach in language education. Masaki Kobayashi conducted a study that examined language socialization theory. Kobayashi cites Bernard Mohan, stating that language socialisation “is a major source for learning about and expressing what one must say, know, value, and do in order to participate in sociocultural situations of society (Mohan, 1987, cited by Kobayashi). Simina and Hamel state that when integrating a learner-centered, socio-constructivist approach within a Computer Assisted Language Learning (CALL) environment, the potential for successful acquisition of the target language is maximized (Simina, Hamel, 2005). This article attempts to demonstrate a collaborative approach combined with web 2.0 tools can greatly aid target language acquisition among learners.
Bernd Ruschoff discusses Technology Enhanced Language Learning (TELL) (Ruschoff, 1998). He states that “Education and teaching in the knowledge society can no longer be reduced to “the act, process, or art of imparting knowledge and skill” as Roget’s Thesaurus proposes, but learning must be recognised as an act in which a learner plays the role of an active constructor of knowledge” (Ruschoff, 1998). The four essential skills of language learning are listening, speaking, reading, and writing. PC Miller cites Phillips and Draper, who state that the four language skills are “developed interdependently” to ensure learners become competent communicators of the target language (Phillips & Draper, 1999, cited by Miller). By taking a constructivist approach, using web 2.0 tools, students can work together, improving their communicative competencies in these four areas.
Richards refers to an activity supported by technology as an “activity-reflection cycle” (Richards, 2004) whereby the learner is engaged in “application and interaction”. He concludes that technologies used in teaching and learning need to “be grounded in activity as both process and structure.” (Richards, 2004) Internet provides the language learner with a wealth of resources for applying knowledge and interacting with others. Blogs, wikis, and social networks such as Twitter and Facebook bring learners together to communicate through text, improving their reading and writing skills. Voice and video chat tools such as Skype and Google Voice Chat enable one-to-one interactions between both student and teacher as well as between students, ensuring students feel comfortable with practising their oral skills.
http://www.ieeetclt.org/issues/july2010/IEEE-LT-Jul10.htm#_Toc269551159
21.1.11
Incomplete Acquisition in Bilingualism: Re-examining the Age Factor. (2008).
One of the book’s most significant contributions is that it explores L1 loss among early adult bilinguals in the context of L2 acquisition, utilizing age of acquisition as a macro-variable that connects L2 acquisition and L1 attrition. Montrul examines several key concepts in second language acquisition within the framework of the adult early bilingual and argues that these features are also typical of incomplete L1 acquisition in some early bilingual situations. These concepts include the Critical Period Hypothesis, L1 influence and fossilization, the role of innate knowledge, and the role of input.
http://www.international.ucla.edu/media/files/Gorman-hlj.docx-00-53e.pdf
http://www.international.ucla.edu/media/files/Gorman-hlj.docx-00-53e.pdf
Five foods for thought
IF you want to boost your brain-power and maximise your memory, start scoffing some of these.
From strawberries to salmon, these foods are packed with nutrients that will make your grey matter great and guard against problems such as depression and even brain tumours.
ALL berries are rich in antioxidants, which can help reduce stress in the brain.
1. STRAWBERRIES, in particular, contain a flavenoid called fisetin which can improve memory but blueberries are the best for ageing grey matter.
2. CHOLINE, key for brain development and memory, is abundant in egg yolks. The nutrient is especially important for children under seven because their grey matter is in the early stages of development. But eggs are high in cholesterol, so be careful.
3. FRESHLY-GROUND coffee beans are rich in vitamins, minerals, antioxidants and amino acids. Several studies have shown regular coffee drinking can reduce the risk of dementia. And research in South Korea found it can even slow the growth of brain tumours.
4. SALMON and other oily fish are high in omega-3 fatty acids. These acids contain DHA, which helps the brain transmit signals. Low levels of DHA can result in memory loss, lack of concentration or mood disturbances and, in worst cases, depression, schizophrenia and autism.
5. NUTS contain lots of brain-healthy vitamin E, which can help prevent memory loss due to ageing. Walnuts, like salmon, are also packed with omega-3. Cashews are rich in magnesium that allows more oxygen into the brain's blood cells. Peanuts contain grey matter-boosting choline.
http://www.thesun.co.uk/sol/homepage/woman/health/health/3361147/Try-these-5-foods-foods-for-thought.html
From strawberries to salmon, these foods are packed with nutrients that will make your grey matter great and guard against problems such as depression and even brain tumours.
ALL berries are rich in antioxidants, which can help reduce stress in the brain.
1. STRAWBERRIES, in particular, contain a flavenoid called fisetin which can improve memory but blueberries are the best for ageing grey matter.
2. CHOLINE, key for brain development and memory, is abundant in egg yolks. The nutrient is especially important for children under seven because their grey matter is in the early stages of development. But eggs are high in cholesterol, so be careful.
3. FRESHLY-GROUND coffee beans are rich in vitamins, minerals, antioxidants and amino acids. Several studies have shown regular coffee drinking can reduce the risk of dementia. And research in South Korea found it can even slow the growth of brain tumours.
4. SALMON and other oily fish are high in omega-3 fatty acids. These acids contain DHA, which helps the brain transmit signals. Low levels of DHA can result in memory loss, lack of concentration or mood disturbances and, in worst cases, depression, schizophrenia and autism.
5. NUTS contain lots of brain-healthy vitamin E, which can help prevent memory loss due to ageing. Walnuts, like salmon, are also packed with omega-3. Cashews are rich in magnesium that allows more oxygen into the brain's blood cells. Peanuts contain grey matter-boosting choline.
http://www.thesun.co.uk/sol/homepage/woman/health/health/3361147/Try-these-5-foods-foods-for-thought.html
Maternity leave and infant brain development
It is not until about eight weeks of age that an infant has a fully developed capacity for mutual gaze.
Then a baby looks directly into his mother’s eyes, while she, in turn, reflects back this loving gaze, cooing softly in response to her baby’s earliest communication. When a mother looks at a baby in a way that communicates with him, not with words but with feelings, “I understand you,” he begins to recognize himself, both physically and psychologically. He begins to be able to regulate his feelings. This mutual gaze, literally and figuratively being “seen,” actually facilitates the development of the baby’s brain.
The Massachusetts Supreme Judicial Court now has proposed to interrupt this newly emerging dance of co-regulation by ruling this week that woman workers are entitled to only eight weeks of maternity leave. This ruling applies only to women whose maternity falls under state law, and differs from the wiser federal Family and Medical Leave Act of 1993 which provides up to 12 weeks of unpaid leave and job protection.
Research at the interface of neuroscience and infant development is offering great insight into how mutual gaze actually grows the brain. Our knowledge about early brain development is derived from a combination of detailed video observations of mother-infant interaction and studies of the brain known as functional MRI. These imaging studies can actually see which parts of the brain are responsible for what behaviors. This research has shown that healthy wiring of the brain is contingent on attuned responses of caregivers. This attunement is not only in gaze but in touch, sound of voice and facial expressiveness.
Certainly a mother who works full time is well able to facilitate her child’s healthy development if she is receiving appropriate support. But even under the best of circumstances, returning to work means that a mother will be stressed. Offering her the option for a full three months of what D.W. Winnicott, pediatrician turned psychoanalyst, referred to as “primary maternal preoccupation” seems an important and wise investment in the next generation.
http://www.kevinmd.com/blog/2011/01/maternity-leave-infant-brain-development.html
Then a baby looks directly into his mother’s eyes, while she, in turn, reflects back this loving gaze, cooing softly in response to her baby’s earliest communication. When a mother looks at a baby in a way that communicates with him, not with words but with feelings, “I understand you,” he begins to recognize himself, both physically and psychologically. He begins to be able to regulate his feelings. This mutual gaze, literally and figuratively being “seen,” actually facilitates the development of the baby’s brain.
The Massachusetts Supreme Judicial Court now has proposed to interrupt this newly emerging dance of co-regulation by ruling this week that woman workers are entitled to only eight weeks of maternity leave. This ruling applies only to women whose maternity falls under state law, and differs from the wiser federal Family and Medical Leave Act of 1993 which provides up to 12 weeks of unpaid leave and job protection.
Research at the interface of neuroscience and infant development is offering great insight into how mutual gaze actually grows the brain. Our knowledge about early brain development is derived from a combination of detailed video observations of mother-infant interaction and studies of the brain known as functional MRI. These imaging studies can actually see which parts of the brain are responsible for what behaviors. This research has shown that healthy wiring of the brain is contingent on attuned responses of caregivers. This attunement is not only in gaze but in touch, sound of voice and facial expressiveness.
Certainly a mother who works full time is well able to facilitate her child’s healthy development if she is receiving appropriate support. But even under the best of circumstances, returning to work means that a mother will be stressed. Offering her the option for a full three months of what D.W. Winnicott, pediatrician turned psychoanalyst, referred to as “primary maternal preoccupation” seems an important and wise investment in the next generation.
http://www.kevinmd.com/blog/2011/01/maternity-leave-infant-brain-development.html
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