Вопрос № 1029299 - Английский язык

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1. Restorative practice tends to assume that if a deficit is successfully treated, then the person will again be able to achieve a good quality of life. If medications for depression work, health is restored and one's quality of life will increase. Developmental approaches tend to assume the opposite approach. That is, if people's strengths can be increased, then their ability to handle deficits, stress, and adversity will also increase. For example, if a client successfully completes a training program that leads to a good job, then self-confidence may increase and the ability to handle depression and other adverse situations will likewise improve. In mental health, both restorative and developmental practice are important. One without the other usually leads to flawed intervention.
2. Developmental approaches are particularly suitable for use by social workers. In developmental practice, the role of a social worker becomes that of an enabler, teacher, counsellor, advocate, and supporter rather than that of a therapist who focuses on restoration. Empowerment is an important goal. The worker strives to help people take charge of their own lives because people, not professionals, manage their own illnesses and recovery.
(Tuula Heinonen : Social work in health and mental health / Tuula Heinonen, Anna Metteri. – Toronto : Canadian Scholars’ Press Inc., 2005. – P. 48).
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1. Adolescents generally relate to the music of their peer culture and therefore find music a familiar medium for them. Self-expression is often facilitated because of the non-verbal aspect of music. Thus, listening to and discussing songs are safe and non-threatening to the teenager and offer a pleasurable situation where projection of personal thoughts and feelings is facilitated in the situation because it is one step removed from their own experiences (Keen 2001). The therapeutic process is enhanced and may face little resistance because the adolescent client is «tuned in» to the music and not the therapist, who may subsequently become perceived as a safe and trusted adult.
2. Using music with adolescents can facilitate self-concept by affording them structured, successful experiences linked to specific reinforcements. It can enhance communication and self-expression by allowing the client the metaphoric use of song lyrics to promote expression. A great deal of information can also be gained by providing adolescents with the opportunity to write their own songs.
Because of its powerful socializing effect, using music in adolescent groups can provide a common ground and thus improve constructive interaction in individuals who have negative or non-existent peer relationships.
(Tuula Heinonen : Social work in health and mental health / Tuula Heinonen, Anna Metteri. – Toronto : Canadian Scholars’ Press Inc., 2005. – P. 89).
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1. In Lucas and Sherry's study, males rated social interaction as the second most important of the six reasons for playing games, while females rated it the least important reason. In addition the biggest difference between males and females in their ratings of the importance of reasons for playing games was for social interaction. At first glance this is surprising since we tend to think that it is females who prefer social interaction. However these results show that males use computer games as an occasion for socialising with their friends. Females are much less likely to use computer games in this way. Moller, Hymel and Rubin (1992) argue that boys and girls are socialised into taking part in activities that are accepted as congruent with their own gender. Computer games are widely perceived as «boys' toys» and consequently playing games is socially more acceptable for boys than it is for girls. For boys, playing computer games with their friends will increase their acceptance by peers, but for girls would be considered as gender inappropriate play. Girls' joint activities with friends tend to be focused on more feminine pursuits.
2. Interestingly Hartmann and Klimmt (2006) found that social interaction of a different kind was perceived by females as important. In their study females rated social interaction between game characters in the development of a story line as important.
(Thomas Connolly : Games-based learning advancements for multi-sensory human computer interfaces. – The UK : IGI Global, 2009. – P.293).
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1. Pedagogy is usually defined as the art, or science, of teaching, and sometimes the profession of teaching. For both Gage (1985) and Simon (1994) it is somehow both: «The science of the art of teaching». At the same time, both Woods (1996) and Reynolds (1998) see it as science. Pedagogy refers to the teaching of children and its sister word «andragogy» refers to the teaching of adults.
2. Teachers apply pedagogic principles in a wide range of settings with an equally wide range of groups and individuals who present many varied challenges. Executing a pedagogical approach depends to a large extent on the judgement of the professional teacher and the practical skills that the teacher has learned and practised.
So «pedagogy» has come to refer to the skills and approaches used by teachers to achieve the aims of the lessons that they teach, or the methods which they employ. These methods vary from teacher to teacher and from time to time according to the nature of the subject being taught, or the possible responses of the children being taught. When new facilities or equipment are to be used this can lead to a new or different pedagogical approach being adopted. This has, to some extent, been the case with the advent of ICT in schools and with the use of the internet.
3. Teachers have theories and systems of beliefs concerning teaching, and the way in which learning takes place that influence their approach to teaching. Decisions which teachers take before, during and after teaching a lesson have a deep influence on the learning that takes place in their classrooms.
(Alan Pritchard : Effective Teaching with Internet Technologies. – The UK : Paul Chapman Publishing, 2007. – P.21).
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1. Clearly, the specific form of independence may matter for inflation. Debelle and Fischer maintain it is goal dependence and instrument independence that would produce low inflation. In fact, such an arrangement may prevent policy makers from changing the objective of policy on a frequent basis, thereby provoking the time inconsistency problem.
2. What is more, even if central bank independence leads to low inflation, the case for independence might be greatly weakened if it is accompanied by a growing real economic instability. However, little relationship was found between measures of real economic activity and central bank independence.
3. In other words, countries with more independence central banks enjoyed lower inflation yet suffered no cost in terms of more volatile real economic activity. Viewed from this point, one may be inclined to see central bank independence as a kind of free lunch.
4. While standard indices of central bank independence were negatively associated  with inflation among developed economies, this was not the case among developing economies. Here, turnover rates of central bank governors were positively correlated with inflation. This is a case, however, in which causality is difficult to evaluate: Was inflation high because of political interference that leads to rapid turnover of central bank officials? Or did central bank officials get fired because they couldn’t keep inflation low?
(Ansgar Belke : Monetary economics in globalised financial markets / A. Belke, T. Polleit. – Springer, 2009. – P.11).
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1. Originally, economists used to think in terms of commodity price rules for issuers of currency to follow. For them the most natural way was to implement a system of property-rights-respecting rules, which imposed on the issuers of currency the obligation to maintain a particular exchange rate between their currencies and one or more commodities.
2. If a bank issues, say, US$1 bills, a commodity standard requires it to ensure that the US$1 bills always exchange for a given amount of a commodity. Because the issuer would maintain a fixed exchange rate between the US$1 bills and a particular quantity (or quantities) of one or more real goods, the nominal price of that good (or goods) would be fixed. Currency issued under these conditions is said to be fully convertible.
3. Commodity standards were the historical norm. The perhaps best remembered commodity standard is the international gold standard. Britain adopted a de facto gold standard in 1717 after the master of the mint, Sir Isaac Newton (1643–1727), re-valued the silver guinea and formally adopted the gold standard in 1819, when the British Parliament abandoned long-standing restrictions on the export of gold coins and bullion from Britain. The US, though formally on a bimetallic gold and silver standard, switched to gold de facto in 1834 and de jure in 1900. In 1834, the US fixed the price of gold at US$20.67 per ounce. It remained at that level until 1933.
(Ansgar Belke : Monetary economics in globalised financial markets / A. Belke, T. Polleit. – Springer, 2009. – P.49).
Define the statements which correspond to the contents of the text.