By Brian Abbs Chris Barker Ingrid Freebairn
With New image you could: * trap scholars' curiosity and mind's eye notwithstanding genuine characters and language, and up to the moment teenage themes. * carry language to existence. * Widen scholars' event of foreign tradition via new tradition pages, new initiatives and a brand new teenage existence video. * supply additional help with the original Language Booster -- a Workbook and Grammar builder in a single, now with enhance Your Writing sections to enhance scholars' functionality within the ability quarter. * clear up the matter of combined skill sessions with routines at 3 degrees of trouble within the Language Booster.
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Extra resources for New Snapshot: Starter Level: Students' Book (Snapshot)
School rules and academic pressure), it is extremely difficult to collect reliable data, especially cross-cultural data, on bullying and school phobia/refusal. g. Olweus 1993; Rigby 1996). In Japan in particular, where various structures to silence students are at work, the secrecy surrounding ijime is especially robust. As a consequence, despite the fact that it has become part of the everyday life of school, even teachers and parents are rarely aware of the ijime occurring in their locality, and it is very unlikely that a questionnaire survey, administered in a conventional way, would adequately capture the actual prevalence and severity of ijime (Fukuda 1997: 66–9).
In Japan, the cause of student-related problems needs to be sought first within school walls. Methodological reasons The second reason for not maintaining the same level of comparative perspective in Part 2 is methodological. g. school rules and academic pressure), it is extremely difficult to collect reliable data, especially cross-cultural data, on bullying and school phobia/refusal. g. Olweus 1993; Rigby 1996). In Japan in particular, where various structures to silence students are at work, the secrecy surrounding ijime is especially robust.
Lansdown 1990: 112) To put it differently, to examine issues like bullying and school refusal, one has to begin with a detailed analysis within the boundary of the particular society, before introducing a comparative perspective. e. close to the surface, which makes schools relatively open to comparative scrutiny. In contrast, phenomena such as bullying and school refusal belong to a more ‘internal’, ‘secondary’ sphere and, as such, they are more heavily influenced by social and cultural specificities, which in turn makes it more difficult to examine them in a comparative perspective.
New Snapshot: Starter Level: Students' Book (Snapshot) by Brian Abbs Chris Barker Ingrid Freebairn