A literature review of the issues of involuntary commitment, mental health recovery, and peer support, including the established values and ethics of these initiatives; a historical perspective of past and current recovery efforts in Vermont; and related mental health programs. Development of a proposal for the State of Vermont to fund a study Moving Ahead Project to determine those mental health recovery and peer support initiatives that might be helpful to people who have repeated involuntary mental health commitments.
Listening A1 I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.
A2 I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance e. I can catch the main point in short, clear, simple messages and announcements. B1 I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.
I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. B2 I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar.
I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. C1 I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly.
I can understand television programmes and films without too much effort. C2 I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.
Reading A1 I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. A2 I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.
B1 I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. B2 I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints.
I can understand contemporary literary prose. C1 I can understand long and complex factual and literary texts, appreciating distinctions of style.
I can understand specialised articles and longer technical instructions, even when they do not relate to my field. C2 I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.
SPEAKING Spoken interaction A1 I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say.
I can ask and answer simple questions in areas of immediate need or on very familiar topics. A2 I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.
I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. B1 I can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life e. B2 I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. C1 I can express myself fluently and spontaneously without much obvious searching for expressions.
I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.
C2 I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms.
I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. Spoken production A1 I can use simple phrases and sentences to describe where I live and people I know.
A2 I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. B1 I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions.
I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. B2 I can present clear, detailed descriptions on a wide range of subjects related to my field of interest.
I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. C1 I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.
C2 I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.identify thesis statements in students’ essays in order to fo-cus peer-reviewers on commenting on the presence and quality of an author’s thesis statement.
Identifying thesis statements in essays can be considered as a classification task in which a classifier is trained to predict whether a sen-tence is a thesis statement or not based on the features ex-tracted from the sentence. A comprehensive, coeducational Catholic High school Diocese of Wollongong - Albion Park Act Justly, love tenderly and walk humbly with your God Micah I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.
I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.
Problem Resolution The exponentially increased work load and the unfamiliarity with the methods and emphasis placed on teachers with the introduction of Common Core State Standards (CCSS) is one of the main causes of the problems associated with high-stakes testing (Madaus & Russell, ).
In this lesson you will draft a thesis statement for your argumentative essay by combining your claim and supporting reasons.
Introductory Paragraphs. The introductory paragraph is the first-paragraph in the persuasive essay. I teach my students that their introductory paragraphs should have three parts: an attention-catcher, a thesis, and a ph-vs.com introductory paragraph is perhaps the most important paragraph in the essay because it is the first and possibly last chance to make an impact on the reader.