The earliest years of my childhood memories are related to my paternal grandfather, maternal side of the family, my parents, all about my life at home, in school, at work and about my recollection of the Second World War.
After working 20 years as a dressmaker, in 1980, aged 49 years, I proudly received a Degree in Social Studies from the University of Sydney. Then, in 1985 I obtained a Masters Degree in Social Work from the University of New South Wales. My first job as a Social Worker, in 1980 was with the Italian Welfare Centre (CO.AS.IT.) where I stayed for four and a half years. Then six months in a Nursing Home in London. Then one year with the Department of Immigration in Sydney and Parramatta. Then from 1987 I worked for the Aged Care Assessment Team attached to the Bankstown Hospital. I retired in March 2007 on my 76th birthday. I enjoyed my work. I liked many of my clients and most of my co-workers. I remember some of the cases I had to deal with; many were unusual, some were sad, some impossible and a few amusing, but all were interesting as no two people are alike. In CO.AS.IT. I had a whole range of problems to deal with. All the clients were Italian migrants mainly from a Peasant background. They spoke mostly their native dialects mixed with Italian. The greatest number came from the south of Italy (PUGLIA, CALABRIA, SICILY, and around NAPLES) and from the poorer parts of the North (Veneto). I spoke Italian and soon understood the different dialects although I never spoke any of them. So I was able to deal with people from the different provinces. At The Department of Immigration I was in charge of several bi-lingual Welfare Officers covering Arabic, Greek, Spanish, Lebanese, Polish, all 8 Simone Grandjean Yugoslav languages, the Filipino dialects, Chinese, Vietnamese and Italian; my native language is French. I was also able to use interpreters for those times when a person spoke something else, such as Portuguese, Armenian or Assyrian, etc . . . In England and Bankstown 99% of my clients were the elderly, the greatest percentage were of English or Anglo Australian background, but also of many other nationalities and ethnic backgrounds. So, there have been cases relating to family relationship, children, marital problems, psychiatric problems, immigration, needing information on a large range of subjects: health, death, work, financial problems, sexual problems, etc . . . and cultural differences. But first I was a Social Work Student.
The earliest years of my childhood memories are related to my paternal grandfather, maternal side of the family, my parents, all about my life at home, in school, at work and about my recollection of the Second World War.
After working 20 years as a dressmaker, in 1980, aged 49 years, I proudly received a Degree in Social Studies from the University of Sydney. Then, in 1985 I obtained a Masters Degree in Social Work from the University of New South Wales. My first job as a Social Worker, in 1980 was with the Italian Welfare Centre (CO.AS.IT.) where I stayed for four and a half years. Then six months in a Nursing Home in London. Then one year with the Department of Immigration in Sydney and Parramatta. Then from 1987 I worked for the Aged Care Assessment Team attached to the Bankstown Hospital. I retired in March 2007 on my 76th birthday. I enjoyed my work. I liked many of my clients and most of my co-workers. I remember some of the cases I had to deal with; many were unusual, some were sad, some impossible and a few amusing, but all were interesting as no two people are alike. In CO.AS.IT. I had a whole range of problems to deal with. All the clients were Italian migrants mainly from a Peasant background. They spoke mostly their native dialects mixed with Italian. The greatest number came from the south of Italy (PUGLIA, CALABRIA, SICILY, and around NAPLES) and from the poorer parts of the North (Veneto). I spoke Italian and soon understood the different dialects although I never spoke any of them. So I was able to deal with people from the different provinces. At The Department of Immigration I was in charge of several bi-lingual Welfare Officers covering Arabic, Greek, Spanish, Lebanese, Polish, all 8 Simone Grandjean Yugoslav languages, the Filipino dialects, Chinese, Vietnamese and Italian; my native language is French. I was also able to use interpreters for those times when a person spoke something else, such as Portuguese, Armenian or Assyrian, etc . . . In England and Bankstown 99% of my clients were the elderly, the greatest percentage were of English or Anglo Australian background, but also of many other nationalities and ethnic backgrounds. So, there have been cases relating to family relationship, children, marital problems, psychiatric problems, immigration, needing information on a large range of subjects: health, death, work, financial problems, sexual problems, etc . . . and cultural differences. But first I was a Social Work Student.
This fascinating book explores the different methodologies, resources and strategies that have been used to study emotion, and identifies emerging trends and research perspectives in the field. Emotion is a subject that has been thoroughly investigated in all fields of social and behavioural sciences. And yet the more we have attempted to individualize emotions and set limits that separate the different types of emotions, the more the subject has resisted these categorizations. Mapping the changes and diverse perspectives in the study of emotion, author Simone Belli explores how a critical psychology of emotion has emerged in order to answer this paradox, examining emotions within a social framework. Divided into five chapters, the book uses interdisciplinary critical approaches to cover everything from the interaction between emotion and language, to emotional contagion such as the spread of fear in a pandemic. There is also a particular focus on emotion analysis in digital environments, which have left a deep mark on our lives from the beginning of this century. Showcasing a selection of important investigations that have dealt with the study of emotions in society, Critical Approaches to the Psychology of Emotion is essential reading for students of critical social psychology, sociolinguistics, sociology, anthropology and philosophy.
This book, written by 33 stratigraphic experts, presents various processes available which will enable the location in time of all rock types: sedimentary, metamorphic, plutonic, and eruptive, whether they are in outcrop or at subsurface. The terminology and the appropriate practices for each method are presented in separate chapters and illustrated with concrete examples. The order of the chapters is modeled on the progression of the stratigraphic process, from the descriptive to the interpretative, from the methods of the geometric stratigraphy (lithostratigraphy and genetic stratigraphy, chemostratigraphy, magnetostratigraphy) to the chronological stratigraphy (biostratigraphy), followed by the chronometric stratigraphy (isotopic geochronology). The final two chapters are dedicated to chronostratigraphic units and correlations which combine the contributions of various methods and to the presentation of the 2007 version of the Geological Time Scale. The definitions of stratigraphic terms can be found in a glossary at the end of the work. The book is addressed to all professional geologists, from the industrial sector as well as those in universities, including teachers and researchers who would like to deepen their knowledge of the vocabulary, the concepts, the methods and the practical applications of different approaches of stratigraphy, a reference discipline for the entirety of the geological sciences.
This title is suitable for advanced beginning through upper intermediate. Conversational French uses a functional approach to teach students the language skills needed to communicate in a variety of everyday situations, such as asking for directions, taking public transportation, and ordering food. It features authentic news articles, tour schedules, entertainment announcements, photos, and more. It gives students a practical context for learning and highlight important cultural features. Grammar and vocabulary are integrated throughout the text. The book helps you reinforce development of oral and written skills. It includes unit summaries, which are followed by structure and vocabulary reviews. It helps you ensure mastery and provide quick reference.
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