8.6.1 Vocabulary strategies: classifying vocabulary according to grammatical class

Classify the following vocabulary by placing the words in the appropriate columns. If you are unsure of what the grammatical terms mean, go to the section ‘Parts of Speech’ in the dictionary.

Ponga las palabras en el recuadro correspondiente.

gimnasio • sacar • estar • dinero • func
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8.5 Actividad

Actividad 8.4

Vocabulario

en el campo in
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1.1.4 Le rôle du touriste

Activité 4

Vocabulaire
Vous êtes de la région? Are
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References

Ahmad, W. and Atkin, K. (1996) ‘Race’ and Community Care, Milton Keynes, Open University Press.
Booth, T. and Booth, W. (1994) Parenting under Pressure: Mothers and fathers with learning difficulties, Buckingham, Open University Press.
Butt, J. and Mirza, K. (1996) Social Care and Black Communities: A review of recent research studies, London, HMSO.<
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1.1 All together now?

This unit focuses on some key questions about consultation. Whose views? What views? What services?

Activity 1

For this activity you will need to read the following four pages of this section. These concentrate on service users' view
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Summary

This unit has introduced you to some important and challenging ideas in social work theory and practice. We have developed the ideas of critical practice to demonstrate, through a constructive approach, that social work theory and practice are closely interlinked.

In a fine-grained examination of an interaction, theoretical perspectives can be ‘pulled’ from an analysis of ‘talk’ or the communication and language used in a social work interview, as the reading by Cooper (2008) i
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1 The Swansea Cyrenians

In this unit, you will hear from four people who have been helped by a secular voluntary organisation offering support and assistance to the homeless.

The Swansea Cyrenians is one of several organisations that are in touch with homeless people in Swansea. Since 1973, it has been helping some of the most vulnerable people in society, including those who have suffered from homelessness. At the time of the recordings, in 1999, the organisation was running a number of schemes to help
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7.7 References for Extract 6

Barclay, R. (1982) Social Workers: Their Role and Tasks, London, NISW, Bedford Square Press.

De Long, P. and Berg, I.K. (2001) ‘Co-constructing Cooperation with Mandated Clients’, Social Work, 46(4), pp. 361–74.

Department of Health (DoH) (1998) Modernising Social Services, London, HMSO.

Harris, R. (1997) ‘Power’ in Davies, M. (ed.) The Blackwell Companion to Social Work, Oxford, Blackwell.

Hugman, R. (1991) Power in the Caring
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3.10 References for Extract 2

Bean, P. and Melville, J. (1989) Lost Children of the Empire, London, Unwin Hyman.

Erikson, E. H. (1950) Childhood and Society, New York, Norton Books.

Goffman, E. (1963) Stigma, Harmondsworth, Penguin.

Goffman, E. (1968) Asylums, Harmondsworth, Pelican.

Hall, S. (1990) ‘Cultural identity and diaspora’ in Rutherford, J. (ed.) Identity, Community, Culture and Difference, Lawrence and Wishart, pp. 222–237.

Humphries, S. and
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3.8 Psychosocial theories of identity

This section does not discuss theories of identity in detail. It is important to note, however, that the theory associated with Erik Erikson, a German psychoanalyst who worked in the USA from the 1930s, has been very influential in social work and continues to be so. Erikson (1950) proposed eight stages of life, from infancy to old age, and each stage had its own particular task in the development of an individual's identity.

Erikson's theory is one of several and should not be regarded
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1.4.1 PROMPT

There is so much information available on the internet on every topic imaginable. But how do you know if it is any good? And if you find a lot more information than you really need, how do you decide what to keep and who to discard?

In this section we are going to introduce a simple checklist to help you to judge the quality of the information you find. Before we do this, spend a few minutes thinking about what is meant by information quality.

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2.1 Introduction

Some of you will know children who live in settings that are not their original family home. You may have lived away from your family of origin yourself. It is remarkably common in children's fiction to find characters who have become separated from their parents and families, for example, Harry Potter, the children in the Narnia Chronicles, Tracy Beaker and many more.

The fictional Tracy Beaker tells us a lot about what it feels like to be separated from family and familiar places. She
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6 What next?

This unit has introduced you to some of the current understandings about the development of the young child's brain and the implications these have for learning and teaching.

You will also have a series of notes about key aspects of your work in the unit which can be used as the basis for the wider dissemination of your conclusions. Our Dissemination Activities cover, for example:

  1. Sharing ideas with parents and carers.

  2. Sharing i
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2.3 Operant conditioning

According to behaviourism, all behaviour is learned and maintained by its consequences. B. F. Skinner (1905–1990) devised apparatus and methods for studying these effects. Figure 3 shows a ‘Skinner Box’ designed for use with a rat. The early behaviourists often examined animal learning and th
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