Core vocabulary is explicitly presented, practiced, and applied, so beginners can start communicating immediately. A logical, carefully structured grammar syllabus provides a firm foundation for communicative exchanges. Task-based pair and small-group activities give maximum practice and ample opportunities for personalization. Realistic, task-based speaking, listening, reading and writing activities reinforce grammar and vocabulary. High-interest, cross-cultural topics provide a context for meaningful language learning. Conversation management strategies in each unit give students the tools they need to handle real-life English. Strategy Session review units present and practice important learning strategies that help students 'learn how to learn'.
The English Connection, an integrated skills course, highlights the holistic approach to language teaching and learning. The underlying principles of language learning advocated by the CBSE, i.e., learner autonomy, reflective thinking, creativity, and interactive learning, have been incorporated in the pedagogy that is embedded in the course content of the series.
Core vocabulary is explicitly presented, practiced, and applied, so beginners can start communicating immediately. A logical, carefully structured grammar syllabus provides a firm foundation for communicative exchanges. Task-based pair and small-group activities give maximum practice and ample opportunities for personalization. Realistic, task-based speaking, listening, reading and writing activities reinforce grammar and vocabulary. High-interest, cross-cultural topics provide a context for meaningful language learning. Conversation management strategies in each unit give students the tools they need to handle real-life English. Strategy Session review units present and practice important learning strategies that help students 'learn how to learn'.
It features an innovative, topic-based syllabus in which authentic content provides both a context for meaningful language work and a basis for the exploration of interesting adult topics. The presentation and practice of new language in a topical context focuses on the meaning and usage of target structures. There is integrated and systematic practice of all four language skills. Students have multiple opportunities to recycle previously studied language structures and vocabulary. Meaningful pair, small-group, and whole-class activities get students to draw on their own opinions, knowledge and experiences. The development of critical thinking skills encourage students to think in English. Important conversation management strategies help students to get the information they need and to keep a conversation going.
Of all concepts used by family therapists, the family development framework is among the least studied, in spite of its relevance to understanding spontaneous family change and to facilitating therapeutic intervention. The notion that a "developmental difficulty" underlies the appearance of clinical symptoms has become a time-honored tradition in family therapy just as it has been in individual therapy. Yet, unlike the well-established and well-researched models of child and adult development, those in family development are rudimentary. Despite increasing interest in the family life cycle as a framework for family therapy, relatively little has been done to elucidate the specific dimensions and processes of spontaneous and therapeutically-induced change over the family life cycle. This volume gathers original contributions of some of the most prominent family theorists, researchers, and clinicians of our time to improve our understanding of these important and hitherto neglected domains. The book opens with a comprehensive overview by the editor that outlines contributions to the family life cycle framework from family sociology, and crisis theory. This is followed by a comparative analysis of developmental thinking, explicit or implicit, in the theory and interventions of the major family therapy approaches. Then divided into four parts, FAMILY TRANSITIONS introduces new conceptual models that integrate the temporality of the life cycle approach with systems theory.By their very nature, these models cut across therapeutic orientations and have important clinical applications. In Part II, family therapy's views of development are freed from the confines of the therapist's office, and placed in the context of other disciplines. Chapters provide analysis of changing--or static--sociocultural values that can affect conceptions of development; potential misuse of the concept of "cultural identity" in health, mental health, and education; how "family identity" operates as a vehicle for cultural transmission over generations; and family therapists assumptions about women's development. The role of expected and unexpected events in the family life cycle is the focus of Part III. Chapters on clinical approaches geared to dislocations of life cycle occurrences due to unexpected crises, chronic illnesses, loss, or drug abuse provide illustrations of interventions that utilize, enhance, or potentially detract from the family's developmental flow. Part IV explores the articulation of the life cycle framework within four major family therapy orientations: intergenerational, structural, systemic, and symbolic-experiential. Each of these chapters endeavors to elucidate: what is the place of family development in each orientation; concepts of continuity and change; use of the concept of stages, transitions, or developmental tasks; the specific dimensions that change in most families over time; and the links between family dysfunction and life cycle issues. Finally, each chapter illustrates through clinical example assessment strategies, formulation of treatment goals and interventions as these emerge from a particular life cycle model. FAMILY TRANSITIONS presents a significant advance in our understanding of functional and dysfunctional family development and offers a range of interventions to promote developmental change. It is an invaluable resource for clinical psychologists, psychiatrists, social workers, and counselors that will also interest human development professionals, family sociologists, and family researchers. FAMILY TRANSITIONS can serve as a developmentally oriented textbook for teaching family therapy in academic and professional settings.
Schools and community agencies must work together to provide transition services to secondary students with disabilities. Effective transition requires the resources and expertise of adult service agencies, community groups, employers, families, school transition specialists, teachers and other practitioners. This book provides a step-by-step process and concrete strategies by which secondary special educators can build collaborative relationships with service agencies and others in the community to provide transition services. 26 strategies are broken down into specific activities to bring the needed groups and individuals to the table and into transition teams, and communicate effectively to plan and deliver transition services that are collaborative, effective, and sustainable.
Consultant Griggs offers information on planning transitions in a dental practice. He discusses ways to transfer the practice from one owner to another, bring in an associate, sell or purchase all or part of a practice, structure comprehensive transition agreements, use financial and legal advisors, assess the market place, enhance the value of a practice, and cash in on a practice's equity. Annotation copyrighted by Book News, Inc., Portland, OR
